Universität zu Köln

Hussmann, Stephan, Schacht, Florian and Schindler, Maike ORCID: 0000-0001-9530-4151 (2019). Tracing conceptual development in mathematics: epistemology of webs of reasons. Math. Educ. Res. J., 31 (2). 133 - 150. DORDRECHT: SPRINGER. ISSN 2211-050X

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Abstract

The purpose of this article is to show how the philosophical theory of inferentialism can be used to understand students' conceptual development in the field of mathematics. Based on the works of philosophers such as Robert Brandom, an epistemological theory in mathematics education is presented that offers the opportunity to trace students' conceptual development in both its individual and social facets through analyzing patterns of reasoning. A design experiment on decimal numbers serves as a paradigmatic example. The overall goal is to illustrate the relationship between mathematical standard and individual ways of reasoning in conceptual development processes.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Hussmann, Stephan UNSPECIFIED UNSPECIFIED UNSPECIFIED Schacht, Florian UNSPECIFIED UNSPECIFIED UNSPECIFIED Schindler, Maike UNSPECIFIED orcid.org/0000-0001-9530-4151 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-147520
DOI:	10.1007/s13394-018-0245-7
Journal or Publication Title:	Math. Educ. Res. J.
Volume:	31
Number:	2
Page Range:	133 - 150
Date:	2019
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	2211-050X
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Heilpädagogik und Rehabilitation
Subjects:	Education Mathematics
Uncontrolled Keywords:	Keywords Language INFERENTIALISM; PERSPECTIVE Multiple languages Education, Scientific Disciplines Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/14752