Abstract
This article aims to highlight the fact that not all contemporary learning theories in mathematics education discuss the ontological conception of its object of knowledge, in particular, the ontology of mathematical entities (numbers, sets, functions, matrices, vectors...). The investigation process was through the literature search methodology using as parameter the Theory of Knowledge Objectification (TKO) an emerging sociocultural theory designed by Luis Radford.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.