Acquiring abstract geometrical concepts: the interaction between the formal and the intuitive.
Selinger, M. and Smart, T. (eds.)
Proceedings of the 3rd British Congress on Mathematics Education (BCME3).
3rd British Congress on Mathematics Education (BCME3)
The acquiring of formal, abstract mathematical concepts by students may be said to be one of the major goals of mathematics teaching. How are such abstract concepts acquired? How does this formal knowledge interact with the students' intuitive knowledge of mathematics? How does the transition from informal mathematical knowledge to formal mathematical knowledge take place? This paper reports on a research project which is examining the nature of the interaction and possible conflict between the formal and the intuitive components of mathematical activity. Details are presented of an initial study in which mathematics graduates, who could be considered to have acquired formal mathematical concepts, tackled a series of geometrical problems. The study indicates the complex nature of the interaction between formal and intuitive concepts of mathematics. The plans for the next stage in the research project are outlined.
||The pagination of this final proof copy is exactly as it appears in the published version.
||deductive, deduction, intuitive, intuition, problem solving, geometrical, geometry, teaching, learning, curriculum, pedagogy
||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
||23 Aug 2006
||31 Mar 2016 12:12
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