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ERIC Number: ED489589
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Abstraction in Mathematics and Mathematics Learning
Mitchelmore, Michael; White, Paul
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
It is claimed that, since mathematics is essentially a self-contained system, mathematical objects may best be described as "abstract-apart." On the other hand, fundamental mathematical ideas are closely related to the real world and their learning involves empirical concepts. These concepts may be called "abstract-general" because they embody general properties of the real world. A discussion of the relationship between abstract-apart objects and abstract-general concepts leads to the conclusion that a key component in learning about fundamental mathematical objects is the "formalisation" of empirical concepts. A model of the relationship between mathematics and mathematics learning is presented which also includes more advanced mathematical objects. [For complete proceedings, see ED489538.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A