### Abstract

sequences and the theory that undergirds it. The approach aims at

promoting particular mathematical concepts, understood as the result of

reflective abstraction. Central to this approach is the identification of

available student activities from which students can abstract the

intended ideas. The approach differs from approaches in which learning

to solve the problem posed is the intended learning. The paper illustrates

the approach through data from a teaching experiment on division of

fractions.

Original language | English (US) |
---|---|

Pages (from-to) | 270-279 |

Number of pages | 10 |

Journal | PNA |

Volume | 10 |

Issue number | 4 |

State | Published - 2016 |

### Fingerprint

### Keywords

- Didactical engineering
- Learning theory
- Mathematical tasks
- Reflective abstraction

### Cite this

*PNA*,

*10*(4), 270-279.

**An approach to design of mathematical task sequences: Conceptual learning as abstraction.** / Simon, Martin.

Research output: Contribution to journal › Article

*PNA*, vol. 10, no. 4, pp. 270-279.

}

TY - JOUR

T1 - An approach to design of mathematical task sequences: Conceptual learning as abstraction

AU - Simon, Martin

PY - 2016

Y1 - 2016

N2 - This paper describes an emerging approach to the design of tasksequences and the theory that undergirds it. The approach aims atpromoting particular mathematical concepts, understood as the result ofreflective abstraction. Central to this approach is the identification ofavailable student activities from which students can abstract theintended ideas. The approach differs from approaches in which learningto solve the problem posed is the intended learning. The paper illustratesthe approach through data from a teaching experiment on division offractions.

AB - This paper describes an emerging approach to the design of tasksequences and the theory that undergirds it. The approach aims atpromoting particular mathematical concepts, understood as the result ofreflective abstraction. Central to this approach is the identification ofavailable student activities from which students can abstract theintended ideas. The approach differs from approaches in which learningto solve the problem posed is the intended learning. The paper illustratesthe approach through data from a teaching experiment on division offractions.

KW - Didactical engineering

KW - Learning theory

KW - Mathematical tasks

KW - Reflective abstraction

M3 - Article

VL - 10

SP - 270

EP - 279

JO - PNA

JF - PNA

IS - 4

ER -