Review nature of abstraction in mathematics education: a critical developmental view

  • Bandar marzoug farah Almutairi Assistant professor of mathematics education، College of Community Service and Continuous Education at Umm Al-Qura University, Saudi Arabia، m.bandr@hotmail.com
Keywords: mathematical abstraction, mathematical imagination, epistemic emotions

Abstract

If we do not question current scientific and social theories and accepted facts، we may not realize that we may be limited by some distortions and errors. Without the possibility of critically interrogating ourselves, our beliefs, and what we read, any form of knowledge can be accepted. Differences in viewpoints can produce cognitive progress in the context of the uncertainty of the completeness of knowledge and the belief that it is in an infinite continuous development. In this paper I followed the critical model to examine knowledge about mathematical abstraction by building and supporting arguments and claiming that there are some inconsistencies that need intellectual treatment supported by evidence, and my belief that there are components that increase the power of mathematical abstraction that did not come into interest, such as mathematical imagination and epistemic emotions.

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Published
2022-06-15
How to Cite
Almutairi, B. (2022). Review nature of abstraction in mathematics education: a critical developmental view. International Journal of Research in Educational Sciences., 5(3), 299 - 314. Retrieved from http://www.iafh.net/index.php/IJRES/article/view/365
Section
Review