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From ‘Vorstellungsübungen’ to ‘exercises in mathematical imagining’: how changing language changes theoretical perspective

References

  • Conway, J., Doyle, P., Gilman, J., & Thurston, B. (2010). Geometry and the imagination. Retrieved from http://math.dartmouth.edu/~doyle/docs/gi/gi.pdf
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  • Mason, J. (2002). Exploiting mental imagery in teaching and learning Mathematics. Actas do ProfMat, 13, 75–81.
  • Presmeg, N. C. (2006). A semiotic view of the role of imagery and inscriptions in mathematics teaching and learning. In J. Navotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th Conference of the international group for the psychology of mathematics education (vol. 1, pp. 19–34). Prague: PME.
  • Weber, C. (2007). Mathematische Vorstellungen bilden: Praxis und Theorie von Vorstellungsübungen im Mathematikunterricht der Sekundarstufe II [Developing visual imagery – the practice and theory of visualization exercises in the teaching of mathematics at upper secondary level]. Bern: h.e.p. (in German).
  • Weber, C. (2014). Exercises in mathematical imagining: Setting out a teaching instrument that evokes imaginings and utilises visualisations in secondary school mathematics. Proceedings of the British Society for Research into Learning Mathematics, 34(1), 125–130.

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