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Metacognitive Support of Mathematical Abstraction Processes

Authors:
Hans M. Dietz

Keywords: Abstraction; Mathematics Education; Metacognition

Abstract:
A significant and distinctive feature of human beings is the ability of performing abstraction operations, e.g., when forming categories of objects or even conscioulsy creating abstract objects as it is typical in mathematics. Although the possible range of corresponding abilities is certainly pre-determined by individual genetic factors, a high-level abstraction performance will typically be achieved gradually by an intensive practice in solving abstraction prone problems. On the other hand, mathematical abstraction is often considered to be a serious obstacle in mathematics education. This rises the question whether there are some basic principles of abstraction that could be taught on an metacognitive level in order to support the progress in abstraction abilities. The paper presents a concept of a corresponding teaching experiment. Hopefully, it will provide more effective teaching as well as a better understanding of cognitive processes underlying mathematical abstraction.

Pages: 62 to 65

Copyright: Copyright (c) IARIA, 2016

Publication date: March 20, 2016

Published in: conference

ISSN: 2308-4197

ISBN: 978-1-61208-462-6

Location: Rome, Italy

Dates: from March 20, 2016 to March 24, 2016