Scheiner, T. (2017). Conception to concept or concept to conception? From being to becoming (Vol. 4). B. Kaur, W. K. Ho, T. L. Toh and B. H. Choy. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education 145-152. Singapore: National Institute of Education, Nanyang Technological University.
Previous approaches to mathematics knowing and learning have attempted to account for the complexity of students’ individual conceptions of a mathematical concept. Those approaches primarily focused on students’ conceptual development when a mathematical concept comes into being. Recent research insights indicate that some students give meaning not only to states/objects that have a being but also to states/objects that are yet to become. In those cases, conceptual development is not meant to reflect an actual concept (conception-to-concept fit), but rather to create a concept (concept-to-conception fit). It is argued that the process of generating a concept-to-conception fit, in which ideas that express a yet to be realized state of the concept are created, might be better referred to meaning-making than sense-making.
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