Publication Date

7-17-2017

Document Type

Conference Proceeding

Department

Mathematics and Statistics

Publication Title

Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3)

Conference Location

Singapore

Editor

Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy

First Page

209

Last Page

216

Abstract

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.

Comments

© 2017 The author.

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