Abstract
Understanding how students construct abstract mathematical knowledge is a central aim of research in mathematics education. Abstraction in Context (AiC) is a theoretical-methodological framework for studying students’ processes of constructing abstract mathematical knowledge as they occur in a mathematical, social, curricular and learning-environmental context. AiC builds on ideas by Freudenthal, Davydov, and others. According to AiC, processes of abstraction have three stages: need, emergence and consolidation. The emergence of new (to the student) constructs is treated by means of a model of three observable epistemic actions: Recognizing, Building-with and Constructing—the RBC-model. This paper presents a theoretical and methodological introduction to AiC including to the RBC-model, and an overview of pertinent research studies.
| Original language | American English |
|---|---|
| Title of host publication | Selected Regular Lectures from the 12th International Congress on Mathematical Education |
| Editors | Sung Je Cho |
| Place of Publication | Cham |
| Publisher | Springer International Publishing AG |
| Pages | 115-133 |
| Number of pages | 19 |
| ISBN (Print) | 9783319171876 |
| DOIs | |
| State | Published - 2015 |