The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory

Tommy Dreyfus; Rina Hershkowitz; Baruch Schwarz

doi:10.1007/978-94-017-9181-6_8

The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory

Tommy Dreyfus, Rina Hershkowitz, Baruch Schwarz

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Understanding how students construct abstract mathematical knowledge is a central concern of research in mathematics education. Abstraction in Context (AiC) is a theoretical framework for studying students’ processes of constructing abstract mathematical knowledge as it occurs in a context that includes specific mathematical, curricular and social components as well as a particular learning environment. The emergence of constructs that are new to a student is described and analyzed, according to AiC, by means of a model with three observable epistemic actions: Recognizing, Building-with and Constructing–the RBC-model. While being part of the theoretical framework, the RBC-model also serves as the main methodological tool of AiC.

Original language	English
Title of host publication	Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods
Editors	Angelika Bikner-Ahsbahs, Christine Knipping, Norma Presmeg
Place of Publication	Dordrecht
Publisher	Springer Netherlands
Pages	185-217
Number of pages	33
ISBN (Print)	9789401791816
DOIs	https://doi.org/10.1007/978-94-017-9181-6_8
State	Published - 2015

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10.1007/978-94-017-9181-6_8

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Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2015). The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods (pp. 185-217). Springer Netherlands. https://doi.org/10.1007/978-94-017-9181-6_8

Dreyfus, Tommy ; Hershkowitz, Rina ; Schwarz, Baruch. / The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. editor / Angelika Bikner-Ahsbahs ; Christine Knipping ; Norma Presmeg. Dordrecht : Springer Netherlands, 2015. pp. 185-217

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Dreyfus, T, Hershkowitz, R & Schwarz, B 2015, The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. in A Bikner-Ahsbahs, C Knipping & N Presmeg (eds), Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. Springer Netherlands, Dordrecht, pp. 185-217. https://doi.org/10.1007/978-94-017-9181-6_8

The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. / Dreyfus, Tommy; Hershkowitz, Rina; Schwarz, Baruch.
Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. ed. / Angelika Bikner-Ahsbahs; Christine Knipping; Norma Presmeg. Dordrecht: Springer Netherlands, 2015. p. 185-217.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Dreyfus T, Hershkowitz R, Schwarz B. The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. In Bikner-Ahsbahs A, Knipping C, Presmeg N, editors, Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. Dordrecht: Springer Netherlands. 2015. p. 185-217 doi: 10.1007/978-94-017-9181-6_8

The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory

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