- Title
- Potential Gaps during the Transition from the Embodied through Symbolic to Formal Worlds of Reflective Symmetry:
- Creator
- Mhlolo, Michael K, Schäfer, Marc
- Date
- 2014
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/141117
- Identifier
- vital:37945
- Identifier
- https://doi.org/10.1080/10288457.2014.925269
- Description
- Even though reflective symmetry is heavily embedded in the everyday, learners continue to experience challenges when they mathematize concepts from this informal/everyday context. In this article we argue that symmetry exists in nature, it can also be symbolized algebraically and it can be abstracted into the world of axioms and theorems. We problematize this multiple nature of symmetry which on one hand is supportive and on the other acts as a contributory factor to learners' gaps in knowledge. Tall's three worlds of mathematics helped us to show the transition of symmetry from the embodied through symbolic to the formal world and the inherent gaps attributed to the shifts in thinking thereof. We then used this same framework to analyse learners' responses to a reflective symmetry task. The results show that many learner responses could be explained explicitly by the lack of flexibility in the applicability of experiences in the embodied world of reflective symmetry.
- Format
- 14 pages, pdf
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education, Mhlolo, M.K. and Schäfer, M., 2014. Potential gaps during the transition from the embodied through symbolic to formal worlds of reflective symmetry. African Journal of Research in Mathematics, Science and Technology Education, 18(2), pp.125-138., African Journal of Research in Mathematics, Science and Technology Education volume 18 number 2 125 138 June 2014 2469-7656
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Open Access Statement (https://www.tandfonline.com/openaccess)
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Collections
Schafer, Marc (Prof)
RU DST/NRF SARChI for Mathematics Education
RU Department of Education
SDG 04. Quality Education
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