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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Hi Eric, this might be of interest to you:Roth, W.-M., & Thom, J. (2009). Bodily experience and mathematical conceptions: From classical views to a phenomenological reconceptualization. Educational Studies in Mathematics, 70, 175–189.
(we use "conception" to refer to the concrete realization of a concept by a person)
Michael On 2009-10-27, at 8:16 AM, ERIC.RAMBERG@spps.org wrote: Hello all:Recent discussions have caused me to ponder the "concept of concept". It
is not merely a property that something posseses; for water certainlycontains hydrogen and oxygen regardless of whether it is labeled as such.
However; if I am learning about water than I am provided the opportunityto observe and experiment with the properties water exhibits/ contains. At zero degrees celsius the water freezes, at one hundred degrees celsius it boils. Again these are properties but as I am learning about them do they
become concepts? That liquids freeze and boil. Is answering these questions on a science quiz enough to claim a student can conceptualizeboiling and freezing? I believe LSV would answer no. So then back to the
blocks experiment and what precisely was LSV proposing about the development of concepts? eric _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca