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Only recently ‘abstraction from objects’ has attracted attention in the literature as a form of abstraction that has the potential to take account of the complexity of students’ knowing and learning processes compatible with their strategy of giving meaning. This paper draws attention to several emerging insights from the evolving framework of structural abstraction in students’ knowing and learning of the limit concept of a sequence. Particular ideas are accentuated that we need to understand from a theoretical point of view since they reveal a new way of understanding knowing and learning advanced mathematical concepts.


Institute for Learning Sciences and Teacher Education

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Open Access Conference Paper

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Open Access