NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED428950
Record Type: Non-Journal
Publication Date: 1998
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Representations in Mathematics Education.
Nelissen, Jo M. C.; Tomic, Welko
The construction of internal representations in the domain of mathematics education is conceived as a signification process in this paper. Contrary to the established representation theory, it does not distinguish between an externally represented world and an internally representing world. Representation is regarded as a process in which new "signs" are constantly emerging by means of continuous and cyclic signification. Consequently, an internal representation ("signifier") transforms and is the basis ("signified") for the construction of a new internal representation ("signifier"). Hence a person constructs internal, mental representations on the basis of internal representations. This concept has some implications for the instruction model in that teaching mathematics is not to be seen merely as a process of transmitting knowledge. Children construct basic, internal representations demanding interactive testing. This external dialogue leads to reflection or internal dialogue. On the basis of reflection, representations on a higher level are developed and, successively, these new constructions demand new dialogue again. Higher levels of representation are not attained on the basis of interaction alone, but on the basis of what interaction evokes, i.e. reflection. It is for this reason that socio-constructivistic theory should pay more attention to reflection, because the process of level elevation can be better understood in this fashion. Finally, the paper discusses the relationship between constructivism/socio-constructivism and the notion of realistic mathematics education. Along with the differences, one essential similarity between theorists is emphasized: in both theories, mathematization is conceived of as a process of progressive signification. Meaning or 'common sense' is the beginning and the end of learning mathematics. Contains 74 references. (Author/DDR)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A