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

Record type: Conference or Workshop Item (Paper)

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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Citation

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). BCME., pp. 239-246.

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, 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: 17 Jul 2017 15:31

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