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ERIC Number: EJ1105260
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1886-1350
An Approach to the Design of Mathematical Task Sequences: Conceptual Learning as Abstraction
Simon, Martin A.
PNA, v10 n4 p270-279 2016
This paper describes an emerging approach to the design of task 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.
Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: REC0450663; DRL1020154