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Architecture of mathematical structure
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witwalersrand, Johannesburg, South Africa.ORCID iD: 0000-0002-6453-1623
Wits School of Education, University of the Witwalersrand, Johannesburg, South Africa.
Department of Education, University of Oxford, Oxford, United Kingdom.
2019 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 39, no 1, p. 13-17Article in journal (Refereed) Published
Abstract [en]

In this paper, we provide an elaboration of the notion of mathematical structure – a term agreed upon as valuable but difficult to define. We pull apart the terminology surrounding the notion of structure in mathematics: relationship, generalising/generalisation and properties, and offer an architecture of structure that distinguishes and connects these terms. The terminology is then applied to teaching and learning phenomena related to multiplicative reasoning, illustrating how the demarcation of terms can offer a more precise language of description of learning about structure. We present ‘formatting activity’ as a key pedagogic action for accomplishing a focus on structure in teaching.

Place, publisher, year, edition, pages
FLM Publishing Association , 2019. Vol. 39, no 1, p. 13-17
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-46678Scopus ID: 2-s2.0-85073358224Local ID: ;HLKPUFISOAI: oai:DiVA.org:hj-46678DiVA, id: diva2:1365383
Available from: 2019-10-24 Created: 2019-10-24 Last updated: 2019-10-24Bibliographically approved

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Venkat, Hamsa

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