APOS Theory: A Framework for Research and Curriculum by Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç,

By Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros, Kirk Weller

Besides the fact that APOS thought has been used broadly in different scholarly courses, within the layout of textbooks, and in educating perform, there's no unmarried references that includes all of the appropriate information regarding its parts, and offers counsel approximately its software. The objective of this publication is to give the most components of APOS concept. it may be priceless for researchers who paintings with, or wish to study extra approximately, this theoretical process, those who find themselves drawn to the best way which mathematical conceptions are developed in keeping with this conception, arithmetic schooling researchers, graduate scholars in arithmetic schooling, and arithmetic teachers.

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Extra resources for APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education

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Something constructed in one’s mind) that an individual uses to make sense of mathematical situations. A source for a mental structure is a description of where that structure comes from. A mental mechanism is a means by which that structure might develop in the mind(s) of an individual or a group of individuals. (p. 98) The constructions of mathematical knowledge described in this chapter illustrate how making the most basic constructions is fundamental for an individual to construct more robust structures.

Although the most primitive of structures (and often, the only one stressed in traditional teaching), Actions are fundamental to APOS Theory. An Action conception is necessary for the development of other structures. In particular, Processes are interiorized Actions, and mental Objects arise because of the application of Actions. New Actions lead to the development of higher order structures. For instance, in the case of functions, performing operations on them spurs their encapsulation as Objects.

In a similar vein, Dubinsky points out that “[i]n describing this construction we reiterate the point that, in the context of this theory, it is never clear (nor can it be) whether we are talking about a schema that is present or a schema that is being (re-)constructed” (p. 112). It is interesting to note that this genetic decomposition reveals a cognitive step, which research has pointed out as providing a serious difficulty for students, that is not apparent when considering induction from a purely mathematical point of view.

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