Abstract
This paper is about diagrammatic representations and their role in the process of learning. It considers the problem that learning mathematical objects can be only conceptual learning, and, on the other hand, any activity on mathematical objects is made possible merely by means of semiotic representations. This is an important problem, since inability to build direct access to mathematical objects except through a semiotic representation leads to confusion. An approach that contributes to solving this problem, for some mathematical concepts, is a unifying diagrammatic representation that depicts all types of mental and other objects. This exploratory study suggests the viability of the representation in explicitly emphasizing abstract object features.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: 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.
