Abstract
Constructing an example can be a rich and complex activity, interesting to investigate mathematical thinking and with many potentialities in mathematics education. In this article, I analyse processes involved in example generation, with particular emphasis on production and transformation of signs representing mathematical objects and on generation of inferences. The richness and complexity of these processes will also be shown through the notions of prototypes, concept image and concept definition. This investigation reveals aspects that are significant both in education and for the reflection on cognitive and cultural aspects of mathematical thinking.
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