Actions behind mathematical concepts: A logical-historical analysis

Lonneke Boels*, Rosa Alberto, Anna Shvarts

*Corresponding author for this work

Research output: Contribution to conferencePaperAcademic

Abstract

According to embodied cognition theories, mathematical knowledge is grounded in actions with
artefacts. Educational designers are seeking to identify what actions with mathematical artefacts
could support the learning of this knowledge. Through logical-historical reconstruction, we answer
the question: What actions and artefacts have historically constituted the logic of mathematical
concepts’ development, and how might these support students’ development of
mathematical knowledge? We use an example of data and distribution in histograms and
trigonometry to illustrate this reconstruction. An answer to our question is that this analysis revealed
that we might need to unpack several automatically generated artefacts including dotplots and pregiven intervals (for histograms), and the (unit) circle and radians (for trigonometry).
Original languageEnglish
Publication statusPublished - 2023
Event13th congress of the European society for research in mathematics education - Budapest, Hungary
Duration: 10 Jul 202314 Jul 2023
https://cerme13.renyi.hu/

Conference

Conference13th congress of the European society for research in mathematics education
Abbreviated titleCERME13
Country/TerritoryHungary
CityBudapest
Period10/07/2314/07/23
Internet address

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