The problem of the particular and its relation to the general in mathematics education

By Vicenç Font, Angel Contreras. 2008

78 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/a51cd7875b3190b7a3516c275ca037b15d199e5f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Vicenç Font
2. J. Godino
3. Miguel R. Wilhelmi
4. Orlando Lurduy
5. L. Trouche
6. Paul Drijvers

Citations in the corpus

• The emergence of objects from mathematical practices (2013, background): “As argued by Font and Contreras (2008), it is not possible to identify processes of generalization with those of idealization (as illustrated, for example, in Activity 1 of Section 5).”
• One episode, two lenses (2013, background): “However, activation and development of such a network involves a language “game” governed by meta-epistemic rules (Font & Contreras, 2008; Godino, Font, Wilhelmi & Castro, 2009).”
• Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects (2011, methodology): “The presentation of the number in section 2 is based on the onto-semiotic approach to the knowledge and mathematics instruction (OSA; Godino et al., 2007; Font, Godino, & Contreras, 2008; Font & Contreras, 2008 ).”