Explicating mathematical concept and mathematicalconception as theoretical constructs for mathematics education research

Research output: Contribution to journalArticle

Abstract

Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by “mathematical understanding” is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specifications of the terms mathematical concept and mathematical conception so that they may serve as useful constructs for mathematics education research. I discuss the theoretical basis of the constructs, and I examine the usefulness of these constructs in research and instruction, challenges involved in their use, and ideas derived from our experience using them in research projects. Finally, I provide several examples of articulated mathematical concepts.

Original languageEnglish (US)
Pages (from-to)117-137
Number of pages21
JournalEducational Studies in Mathematics
Volume94
Issue number2
DOIs
StatePublished - Feb 1 2017

Fingerprint

Mathematics Education
mathematics
education
Continue
Specification
research project
Term
instruction
Concepts
experience
Experience

Keywords

  • Instructional goals
  • Mathematical concept
  • Mathematical conception
  • Mathematical understanding
  • Mathematics learning

ASJC Scopus subject areas

  • Mathematics(all)
  • Social Sciences(all)

Cite this

@article{24c8d482b672476382bbd45b3b07ed86,
title = "Explicating mathematical concept and mathematicalconception as theoretical constructs for mathematics education research",
abstract = "Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by “mathematical understanding” is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specifications of the terms mathematical concept and mathematical conception so that they may serve as useful constructs for mathematics education research. I discuss the theoretical basis of the constructs, and I examine the usefulness of these constructs in research and instruction, challenges involved in their use, and ideas derived from our experience using them in research projects. Finally, I provide several examples of articulated mathematical concepts.",
keywords = "Instructional goals, Mathematical concept, Mathematical conception, Mathematical understanding, Mathematics learning",
author = "Martin Simon",
year = "2017",
month = "2",
day = "1",
doi = "10.1007/s10649-016-9728-1",
language = "English (US)",
volume = "94",
pages = "117--137",
journal = "Educational Studies in Mathematics",
issn = "0013-1954",
publisher = "Springer Netherlands",
number = "2",

}

TY - JOUR

T1 - Explicating mathematical concept and mathematicalconception as theoretical constructs for mathematics education research

AU - Simon, Martin

PY - 2017/2/1

Y1 - 2017/2/1

N2 - Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by “mathematical understanding” is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specifications of the terms mathematical concept and mathematical conception so that they may serve as useful constructs for mathematics education research. I discuss the theoretical basis of the constructs, and I examine the usefulness of these constructs in research and instruction, challenges involved in their use, and ideas derived from our experience using them in research projects. Finally, I provide several examples of articulated mathematical concepts.

AB - Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by “mathematical understanding” is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specifications of the terms mathematical concept and mathematical conception so that they may serve as useful constructs for mathematics education research. I discuss the theoretical basis of the constructs, and I examine the usefulness of these constructs in research and instruction, challenges involved in their use, and ideas derived from our experience using them in research projects. Finally, I provide several examples of articulated mathematical concepts.

KW - Instructional goals

KW - Mathematical concept

KW - Mathematical conception

KW - Mathematical understanding

KW - Mathematics learning

UR - http://www.scopus.com/inward/record.url?scp=84987642330&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84987642330&partnerID=8YFLogxK

U2 - 10.1007/s10649-016-9728-1

DO - 10.1007/s10649-016-9728-1

M3 - Article

AN - SCOPUS:84987642330

VL - 94

SP - 117

EP - 137

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -