Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3)
Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy
I propose that an understanding of a mathematical concept is comprised of both a conceptual understanding of, and recollections of working with that concept. That is, a mathematical concept may not be immediately distilled in its abstract form from lived experience, didactical or otherwise, and this milleu is brought along in subsequent recollections of the concept. In an effort to balance pedagogical recommendations for increased conceptual teaching/understanding, I propose that memories of encountering a mathematical concept improve its utility in novel problem situations. I support this claim by drawing on the literature on episodic future thinking and on our developing understanding of how users of mathematics perform in authentic mathematical situations.
Mathematics and Statistics
Wes Maciejewski. "Mathematical Knowledge as Memories of Mathematics" Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3) (2017): 209-216.