Abstract—Contemporary mathematics education attempts to instil within learners the conceptualization of mathematics as a highly organized and inter-connected set of ideas. To support this, a means to graphically represent this organization of ideas is presented which reflects the cognitive mechanisms that shape a learner’s understanding. This organisation of information may then be analysed, with the view to informing the design of mathematics instruction in face-to-face and/or computer-mediated learning environments. However, this analysis requires significant work to develop both theory and practice.
Index Terms—mathematics, reflective abstraction, graphical representation
David Nutchey is with the Queensland University of Technology – School of Mathematics, Science and Technology Education, Australia (e-mail: firstname.lastname@example.org).
Cite: David Nutchey, "Visualising Mathematical Knowledge and Understanding," International Journal of Information and Education Technology vol. 2, no. 3, pp. 281-284, 2012.