The University of Southampton
University of Southampton Institutional Repository

Acquiring abstract geometrical concepts: the interaction between the formal and the intuitive

Acquiring abstract geometrical concepts: the interaction between the formal and the intuitive
Acquiring abstract geometrical concepts: the interaction between the formal and the intuitive
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.
deductive, deduction, intuitive, intuition, problem solving, geometrical, geometry, teaching, learning, curriculum, pedagogy
239-246
British Congress of Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Selinger, M.
Smart, T.
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Selinger, M.
Smart, T.

Jones, Keith (1995) Acquiring abstract geometrical concepts: the interaction between the formal and the intuitive. Selinger, M. and Smart, T. (eds.) In Proceedings of the 3rd British Congress on Mathematics Education (BCME3). British Congress of Mathematics Education. pp. 239-246 .

Record type: Conference or Workshop Item (Paper)

Abstract

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.

Text
Jones_BCME3_1995.pdf - Other
Download (82kB)

More information

Published date: 1995
Additional Information: The pagination of this final proof copy is exactly as it appears in the published version.
Venue - Dates: BCME3, Manchester, UK, 1995-07-13 - 1995-07-16
Keywords: deductive, deduction, intuitive, intuition, problem solving, geometrical, geometry, teaching, learning, curriculum, pedagogy
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 41288
URI: http://eprints.soton.ac.uk/id/eprint/41288
PURE UUID: 1b3458fa-4c3e-48c7-99dc-0369442c2a02
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 23 Aug 2006
Last modified: 15 Mar 2024 08:26

Export record

Contributors

Author: Keith Jones ORCID iD
Editor: M. Selinger
Editor: T. Smart

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×