Abstract
This study aimed to examine the specific means and internal processes through which mathematical understanding is achieved by focusing on the process of understanding three new mathematical concepts. For this purpose interviews were conducted with 54 junior high school students. The results revealed that mathematical understanding can be achieved when new concepts are connected to at least two existing concepts within a student’s cognitive structure of. One of these two concepts should be the superordinate concept of the new concept or, more accurately, the superordinate concept that is closest to the new concept. The other concept should be convertible, so that a specific example can be derived by changing or transforming its examples. Moreover, the process of understanding a new concept was found to involve two processes, namely, “going” and “coming.” “Going” refers to the process by which a connection is established between a new concept and its closest superordinate concept. In contrast, “coming” is a process by which a connection is established between an existing convertible concept and a new concept. Therefore the connection leading to understanding should include two types of connections: belonging and transforming. These new findings enrich the literature on mathematical understanding and encourage further exploration. The findings suggest that, in order to help students fully understand new mathematical concepts, teachers should first explain the definition of a given concept to students and subsequently teach them how to create a specific example based on examples of an existing concept.
Highlights
Mathematical understanding entails knowing, perceiving, comprehending, and making sense of the meaning and connotation of mathematical knowledge
Mathematical understanding plays an important role in promoting student learning and the application of mathematical knowledge
Grounded in the existing literature, especially cognitive network theory (Hiebert and Carpenter, 1992), this study focused on three new mathematical concepts to explore the processes that underlie mathematical understanding by using a sample of 54 junior high school students and the oral report method
Summary
Mathematical understanding entails knowing, perceiving, comprehending, and making sense of the meaning and connotation of mathematical knowledge. Acquiring mathematical understanding plays an important and crucial role in mathematics learning. Pasnak et al (2016) asserted that it can improve students’ capacity for inductive and deductive reasoning, thereby enhancing their ability to solve mathematical problems fluently. Lv (2012) argued that by enhancing their ability to solve mathematical problems it can improve students’ ability to solve social problems. An exploration of the characteristics of mathematical understanding, especially its internal characteristics, is important and valuable. To extend this line of inquiry, this study aimed to examine the internal processes through which mathematical understanding is achieved in order to enhance mathematics teaching and student learning
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