Ben's consolidation of knowledge structures about infinite sets

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A dialectical approach to the formation of mathematical abstractions (2007, methodology): “The model has been the basis for a number of research studies (Bikner-Ahsbahs, 2004; Dreyfus & Tsamir, 2004; Stehlikova, 2003; Tsamir & Dreyfus, 2002; Williams, 2003, 2004; Wood & McNeal, 2003; Ozmantar & Roper, 2004).”
Abstracting processes, from individuals’ constructing of knowledge to a group’s “shared knowledge” (2007, background): “Research has made it clear that the RBC model can be extended to processes of abstraction and consolidation on a medium term time-scale ( Dreyfus & Tsamir, 2004; Dreyfus et al., 2006; Monaghan & Ozmantar, 2004; Tabach & Hershkowitz, 2002; Tabach et al., 2001, 2006; Tsamir & Dreyfus, 2005).”
Paradoxes as a window to infinity (2008, methodology): “2005; Dreyfus and Tsamir 2004; Fischbein 2001). This approach also instantiates the use of familiar procedures to cope with novel and abstract concepts, which is, according to Hazzan (1999) one of the methods of reducing the level of abstraction.”
Learning the integral concept by constructing knowledge about accumulation (2014, background): “By consolidation, students become aware of their constructs, their confidence in using the constructs increases, and they use them with increasing flexibility (Dreyfus and Tsamir 2004).”