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
1995
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
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.
.
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.
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Jones_BCME3_1995.pdf
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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
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Date deposited: 23 Aug 2006
Last modified: 15 Mar 2024 08:26
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Contributors
Editor:
M. Selinger
Editor:
T. Smart
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