You are here:

Computer Assisted Synthesis of Visual and Symbolic Meaning in Mathematics Education
PROCEEDINGS

, University of California, Irvine

International Conference on Mathematics / Science Education and Technology, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

A number of factors pertaining to a wide variety of distinctions -- such as particular-general, arithmetic-geometry, sense-reference, procedural-declarative, concrete-abstract, object-attribute -- are implicated in developing a meaningful understanding of visual and symbolic aspects of mathematics. A rather simplistic "association-abstraction" model of mathematical cognition, as it stands, appears inadequate to account for these factors, particularly with respect to instructional design and assessment. Such fundamental inadequacies warrant better theory and more research. Methodology directed toward this end, drawing on digital video technology, is sketched out.

Citation

Campbell, S. (2000). Computer Assisted Synthesis of Visual and Symbolic Meaning in Mathematics Education. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 101-105). Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

Keywords