| Title: |
Concretion, abstraction, and mathematical experiences. |
| Authors: |
Nemirovsky, Ricardo; Mégrourèche, Charlotte; Bunn, Stephanie; Kathotia, Vinay |
| Source: |
Congress of the European Society for Research in Mathematics Education; 2/4/2026, Vol. 14, p4675-4682, 8p |
| Subject Terms: |
PHILOSOPHY of mathematics; MATHEMATICS education; POLYSEMY; COGNITIVE psychology; CONCEPTUALISM; MATHEMATICS; COGNITION research |
| Abstract: |
As with most words, 'concrete' and 'abstract' are polysemic and used in myriad ways and situational variations. The intent of this paper is not to define them as if it were possible to place them in suitable self-enclosed boxes but to elaborate and suggest a particular philosophical perspective, whereby we think of coexisting processes of concretion and abstraction, rather than consider concrete and abstract as opposing concepts. This might offer a productive usage of these words with the potential to enrich the practices of mathematics and mathematics education, as well as draw attention to commonalities in how these processes are used in a variety of settings, and are part of the everyday activity of all, including mathematical activities at all ages and social contexts. [ABSTRACT FROM AUTHOR] |
| : |
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| Database: |
Complementary Index |