What Is a Mathematical Concept?

• In Event: Roundtable Session 15

Session Type: Roundtable Session

Abstract

Almost all research in mathematics education engages in one manner or another with mathematical concepts. The term concept, however, is often used without careful examination of its meaning. What exactly is a concept? And more specifically, what makes a mathematical concept distinct from other concepts? Different theoretical traditions tacitly employ different answers to these questions, with radically different consequences for learning theories and curriculum policy within mathematics education. The objective of this symposium is to present a set of diverse post-constructivist perspectives on this question (phenomenology, complexity theory, cultural-historical activity theory, and new materialism) and to show how each of these theories offers radically different insights into practical concerns regarding how we should teach about mathematical concepts.

Sub Unit

• SIG-Research in Mathematics Education

Chairs

• Nathalie Sinclair, Simon Fraser University

• Alf Coles, University of Bristol

Papers

• Concepts at the Becoming of Mathematics - Ricardo Nemirovsky, San Diego State University

• Mathematical Concepts From a Dialectic Materialist Viewpoint - Luis Radford, Laurentian University

• Mathematical Concepts as Devices - Elizabeth De Freitas, Adelphi University; Nathalie Sinclair, Simon Fraser University

• Mathematical Concepts as Complex Coherences - Brent Davis, University of Calgary