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A concept analysis of the notion concept: Contributions of an analysing tool
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
2018 (engelsk)Inngår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4) / [ed] E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter, Umeå, Sweden, 2018, s. 411-418Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The word ‘concept’ is used with several meanings in mathematics education. In order to obtain a coherent theoretical framework, a concept analysis of the notion concept is performed for some current frameworks in the field. The taken approach includes creating a tool for analysing views on concept, based on a literature review in philosophy. This tool uses three distinctions of views on concept: mental versus abstract, subjective versus intersubjective, and molecular versus holistic. Examples from texts in mathematics education are given, where the three distinctions are present. Further, the taken approach offers a perspective on concept that simplifies comparisons between frameworks.

sted, utgiver, år, opplag, sider
Umeå, Sweden, 2018. s. 411-418
Serie
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, ISSN 0771-100X ; 42
Emneord [en]
concept, concepts, concept analysis, mathematics, mathematics education, methodology, begrepp, matematik, matematikdidaktik, begreppsanalys
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Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-30115ISBN: 978-91-7601-902-3 (tryckt)OAI: oai:DiVA.org:du-30115DiVA, id: diva2:1319182
Konferanse
The 42nd Conference of the International Group for the Psychology of Mathematics Education. 3-8 July 2018, Umeå
Tilgjengelig fra: 2019-05-29 Laget: 2019-05-29 Sist oppdatert: 2019-06-13bibliografisk kontrollert

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  • ieee
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  • de-DE
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  • sv-SE
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