Re-conceptualising conceptual understanding in mathematics
In this theoretical paper we explore interrelationships between conceptual and procedural understanding of mathematics in the context of individuals and groups. We question the enterprise of attempting to assess learners’ mathematical understanding by inviting them to perform a (perhaps unfamiliar)...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Published: |
2015
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| Online Access: | https://eprints.nottingham.ac.uk/30545/ |
| _version_ | 1848794007150264320 |
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| author | Kent, Geoff Foster, Colin |
| author_facet | Kent, Geoff Foster, Colin |
| author_sort | Kent, Geoff |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | In this theoretical paper we explore interrelationships between conceptual and procedural understanding of mathematics in the context of individuals and groups. We question the enterprise of attempting to assess learners’ mathematical understanding by inviting them to perform a (perhaps unfamiliar) procedure or offer an explanation. Would it be appropriate to describe a learner in possession of an algorithm for responding satisfactorily to such prompts as displaying conceptual understanding? We relate the discussion to Searle’s “Chinese Room” thought experiment and draw on Habermas’ Theory of Communicative Action to develop potential implications for addressing the problem of interpreting learners’ mathematical understanding. |
| first_indexed | 2025-11-14T19:09:20Z |
| format | Conference or Workshop Item |
| id | nottingham-30545 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:09:20Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-305452020-05-04T16:58:03Z https://eprints.nottingham.ac.uk/30545/ Re-conceptualising conceptual understanding in mathematics Kent, Geoff Foster, Colin In this theoretical paper we explore interrelationships between conceptual and procedural understanding of mathematics in the context of individuals and groups. We question the enterprise of attempting to assess learners’ mathematical understanding by inviting them to perform a (perhaps unfamiliar) procedure or offer an explanation. Would it be appropriate to describe a learner in possession of an algorithm for responding satisfactorily to such prompts as displaying conceptual understanding? We relate the discussion to Searle’s “Chinese Room” thought experiment and draw on Habermas’ Theory of Communicative Action to develop potential implications for addressing the problem of interpreting learners’ mathematical understanding. 2015-01-01 Conference or Workshop Item PeerReviewed Kent, Geoff and Foster, Colin (2015) Re-conceptualising conceptual understanding in mathematics. In: Ninth Congress of European Research in Mathematics Education (CERME 9), 4-8 February 2015, Prague, Czech Republic. |
| spellingShingle | Kent, Geoff Foster, Colin Re-conceptualising conceptual understanding in mathematics |
| title | Re-conceptualising conceptual understanding in mathematics |
| title_full | Re-conceptualising conceptual understanding in mathematics |
| title_fullStr | Re-conceptualising conceptual understanding in mathematics |
| title_full_unstemmed | Re-conceptualising conceptual understanding in mathematics |
| title_short | Re-conceptualising conceptual understanding in mathematics |
| title_sort | re-conceptualising conceptual understanding in mathematics |
| url | https://eprints.nottingham.ac.uk/30545/ |