Duality, Ambiguity, and Flexibility: A "Proceptual" View of Simple Arithmetic.

Gray, Eddie M.; Tall, David O.

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Peer reviewed

ERIC Number: EJ491793

Record Type: Journal

Publication Date: 1994

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ISSN: ISSN-0021-8251

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Duality, Ambiguity, and Flexibility: A "Proceptual" View of Simple Arithmetic.

Gray, Eddie M.; Tall, David O.

Journal for Research in Mathematics Education, v25 n2 p116-40 Mar 1994

Discusses duality between process and concept in mathematics, ambiguity of symbolic notation, and flexibility in thought processes of successful students. Content analysis and empirical evidence suggest a qualitatively different kind of mathematical thought in more able compared to less able elementary students (n=72) in arithmetic. (Contains 42 references.) (MKR)

Descriptors: Ambiguity, Arithmetic, Cognitive Processes, Cognitive Style, Concept Formation, Elementary Education, Elementary School Mathematics, Mathematics Education, Mathematics Instruction, Number Concepts, Schemata (Cognition), Symbols (Mathematics), Thinking Skills

Publication Type: Reports - Research; Journal Articles

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Audience: N/A

Language: English

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