### 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 language | English (US) |
---|---|

Pages (from-to) | 117-137 |

Number of pages | 21 |

Journal | Educational Studies in Mathematics |

Volume | 94 |

Issue number | 2 |

DOIs | |

State | Published - Feb 1 2017 |

### Fingerprint

### Keywords

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

### ASJC Scopus subject areas

- Mathematics(all)
- Social Sciences(all)

### Cite this

**Explicating mathematical concept and mathematicalconception as theoretical constructs for mathematics education research.** / Simon, Martin.

Research output: Contribution to journal › Article

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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 -