Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-24T10:47:52.466Z Has data issue: false hasContentIssue false

Introduction

Published online by Cambridge University Press:  26 July 2017

Elizabeth de Freitas
Affiliation:
Manchester Metropolitan University
Nathalie Sinclair
Affiliation:
Simon Fraser University, British Columbia
Alf Coles
Affiliation:
University of Bristol
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bostock, D. (2009). The philosophy of mathematics: An introduction. New York: Wiley Blackwell.Google Scholar
Brainerd, C. (1979). The origins of the number concept. New York: Praeger Publishers.Google Scholar
Brown, J. R. (2008). Philosophy of mathematics: A contemporary introduction to the world of proofs and pictures (2nd Ed.). New York: Routledge.Google Scholar
Brown, L. (2011). What is a concept? For the Learning of Mathematics, 31(2), 1517.Google Scholar
Cutler, A., & MacKenzie, I. (2011). Bodies of learning. In Guillaume, L. & Hughes, J. (Eds.), Deleuze and the body (pp. 5372). Edinburgh: Edinburgh University Press.Google Scholar
Davis, B. (2008). Is 1 a prime number? Developing teacher knowledge through concept study. Mathematics Teaching in the Middle School (NCTM), 14(2), 8691.CrossRefGoogle Scholar
de Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. New York: Cambridge University Press.CrossRefGoogle Scholar
Deleuze, G. (1994). Difference and repetition, trans. Patton, P.. London: Athlone.Google Scholar
Deleuze, G., & Guattari, F. (1994). What is philosophy? London: Verso.Google Scholar
DiSessa, A., & Sherin, B. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 11551191.CrossRefGoogle Scholar
Hacking, I. (2014). Why is there philosophy of mathematics at all? New York: Cambridge University Press.CrossRefGoogle Scholar
Hall, R., & Nemirovsky, R. (2011). Histories of modal engagement with mathematical concepts: A theory memo. Accessed December 2, 2016, at www.sci.sdsu.edu/tlcm/all-articles/Histories_of_modal_engagement_with_mathematical_concepts.pdfGoogle Scholar
Mariotti, M. A. (2013). Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS. ZDM Mathematics Education, 45, 441452.CrossRefGoogle Scholar
Piaget, J. (1953). The origin of intelligence in the child. London: Routledge and Kegan Paul.Google Scholar
Radford, L. (2003). Gestures, speech, and the sprouting of signs: A semiotic- cultural approach to students’ types of generalization. Mathematical Thinking and Learning, 5(1), 3770.CrossRefGoogle Scholar
Roth, W.-M. (2010). Incarnation: Radicalizing the embodiment of mathematics. For the Learning of Mathematics, 30(2), 817.Google Scholar
Sfard, A. (2013). Discursive research in mathematics education: Conceptual and methodological issues. In Lindmeier, A. & Heinze, A. (Eds.), Proceedings of the 37th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 157161). Kiel, Germany: PME 37.Google Scholar
Shapere, D. (1987). Method in the philosophy of science and epistemology. In Nersessian, Nancy J. (Ed.), The process of science: Contemporary philosophical approaches to understanding scientific practice (pp. 139). Dordrecht, Boston, Lancaster: Martinus Hijhoff Publishers.Google Scholar
Simon, M. Placa, N., & Avitzur, A. (2016). Paticipatory and anticipatory stages of mathematical concept learning: Further empirical and theoretical development. Journal for Research in Mathematics Education, 47(1), 6393.CrossRefGoogle Scholar
Stengers, I. (2005). Deleuze and Guattari’s last enigmatic message. Angelaki, 10(2), 151167.CrossRefGoogle Scholar
Tall, D. (2011). Crystalline concepts in long-term mathematical invention and discovery. For the Learning of Mathematics, 31(1), 38.Google Scholar
Thurston, W. (1994). On proof and progress in mathematics. Bulletin of the American Mathematical Society, 30(2), 161–177.CrossRefGoogle Scholar
Vygotsky, L. S. (1962 [1934]). Thought and language. Cambridge, MA: MIT Press.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Introduction
  • Edited by Elizabeth de Freitas, Manchester Metropolitan University, Nathalie Sinclair, Simon Fraser University, British Columbia, Alf Coles, University of Bristol
  • Book: What is a Mathematical Concept?
  • Online publication: 26 July 2017
  • Chapter DOI: https://doi.org/10.1017/9781316471128.001
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Introduction
  • Edited by Elizabeth de Freitas, Manchester Metropolitan University, Nathalie Sinclair, Simon Fraser University, British Columbia, Alf Coles, University of Bristol
  • Book: What is a Mathematical Concept?
  • Online publication: 26 July 2017
  • Chapter DOI: https://doi.org/10.1017/9781316471128.001
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Introduction
  • Edited by Elizabeth de Freitas, Manchester Metropolitan University, Nathalie Sinclair, Simon Fraser University, British Columbia, Alf Coles, University of Bristol
  • Book: What is a Mathematical Concept?
  • Online publication: 26 July 2017
  • Chapter DOI: https://doi.org/10.1017/9781316471128.001
Available formats
×