Addressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education

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dc.contributor.authorTorr, Stuart
dc.contributor.authorCraig, Tracy S
dc.date2013-11
dc.date.accessioned2015-05-18T14:38:10Z
dc.date.available2015-05-18T14:38:10Z
dc.date.issued2013-11
dc.description.abstractLearners of mathematics often struggle to balance the apparently conflicting demands for abstract thinking as well as (often simultaneous) concrete cognitive engagement. Conflicting demands of successful mathematical engagement have been addressed in the literature pertaining to procedural versus conceptual approaches to mathematical learning as well as in the literature on cognitive and meta-cognitive mathematical demands. Construal Level Theory offers an opportunity to understand both these dualities as aspects of the same psychological response to contextual priming. In addition, Construal Level Theory can be understood to illuminate student difficulties with heuristic strategies in mathematical problem-solving. The focus of Construal Level Theory on abstract and concrete cognitive construals as a consequence of psychological distance provides a useful lens for teaching and learning opportunities. We argue that Construal Level Theory offers an opportunity to draw together several strands of mathematics education theory and to help educators address learning challenges in the classroom.en_ZA
dc.identifier.apacitationTorr, S., & Craig, T. S. (2013). <i>Addressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education</i>. NSW, Australia, School of Computing, Engineering and Mathematics, University of Western Sydney. http://hdl.handle.net/11427/13085en_ZA
dc.identifier.chicagocitationTorr, Stuart, and Tracy S Craig. "Addressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education." 2013-11, NSW, Australia. School of Computing, Engineering and Mathematics, University of Western Sydney. http://hdl.handle.net/11427/13085.en_ZA
dc.identifier.citationTorr, S., Craig, T.S. (2013). Addressing dualism in mathematical abstraction: an argument for the role of Construal Level Theory in mathematics education. Proceedings of Delta ’13, The Ninth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics, pp 199-208en_ZA
dc.identifier.isbn978-1-74108-289-0
dc.identifier.ris TY - Conference Paper AU - Torr, Stuart AU - Craig, Tracy S AB - Learners of mathematics often struggle to balance the apparently conflicting demands for abstract thinking as well as (often simultaneous) concrete cognitive engagement. Conflicting demands of successful mathematical engagement have been addressed in the literature pertaining to procedural versus conceptual approaches to mathematical learning as well as in the literature on cognitive and meta-cognitive mathematical demands. Construal Level Theory offers an opportunity to understand both these dualities as aspects of the same psychological response to contextual priming. In addition, Construal Level Theory can be understood to illuminate student difficulties with heuristic strategies in mathematical problem-solving. The focus of Construal Level Theory on abstract and concrete cognitive construals as a consequence of psychological distance provides a useful lens for teaching and learning opportunities. We argue that Construal Level Theory offers an opportunity to draw together several strands of mathematics education theory and to help educators address learning challenges in the classroom. CY - NSW, Australia DA - 2013-11 DB - OpenUCT DP - University of Cape Town KW - construal level theory KW - priming KW - metacognition KW - procedural and conceptual KW - heuristic strategies LK - https://open.uct.ac.za PB - University of Cape Town PP - NSW, Australia PY - 2013 SM - 978-1-74108-289-0 T1 - Addressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education TI - Addressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education UR - http://hdl.handle.net/11427/13085 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13085
dc.identifier.urihttp://www.deltaconference.org/conferences/2013/documents/ConferenceProceedings.pdf
dc.identifier.vancouvercitationTorr S, Craig TS, Addressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education. ; 2013-11; NSW, Australia. School of Computing, Engineering and Mathematics, University of Western Sydney; 2013. http://hdl.handle.net/11427/13085 .en_ZA
dc.languageengen_ZA
dc.publisherSchool of Computing, Engineering and Mathematics, University of Western Sydneyen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.publisher.locationNSW, Australiaen_ZA
dc.relation.ispartofseriesThe Ninth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, 24 - 29 November, KIAMA, Australiaen_ZA
dc.subjectconstrual level theoryen_ZA
dc.subjectprimingen_ZA
dc.subjectmetacognitionen_ZA
dc.subjectprocedural and conceptualen_ZA
dc.subjectheuristic strategiesen_ZA
dc.titleAddressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics educationen_ZA
dc.typeConference Paperen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceConference paperen_ZA
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