Cited by 1,852History and Theory of MathematicsMathematics Education and PedagogyMathematics Education and Teaching Techniques

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On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin

Sfard, Anna·1991·Educational Studies in Mathematics

DOI 10.1007/bf00302715

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The magical number seven, plus or minus two: Some limits on our capacity for processing information.
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“Nous nous attardons dans cette section sur les travaux de Sfard (1991, 1994) dont le cadre théorique développé pour expliciter la double nature des conceptions mathématiques est utilisé lors de l’analyse de notre expérimentation.”
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“The abstract nature of complex numbers — and the difficulty students face in visualizing their applications — echoes concerns raised in the work of Sfard (1991), who discusses the challenges of learning abstract mathematical concepts without adequate contextual grounding.”
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Authors: Sfard, A.
Affiliations: Hebrew University of Jerusalem (IL)
Corresponding author: Sfard, Anna
ORCID: Sfard, Anna
Venue: Educational Studies in Mathematics
Publisher: Springer Science and Business Media LLC
Published: 1991-02
Volume: 22
Issue: 1
Pages: 1-36
ISSN: 0013-1954 (ISSN-L)
1573-0816
DOI: 10.1007/bf00302715
OpenAlex: W2072267223
Semantic Scholar: 57d32a56079c7a2d6b9c89c668386a1e09441137
Cited by: 1,852
References: 44
Citations by year: 2026: 51 · 2025: 44 · 2024: 54 · 2023: 48 · 2022: 82 · 2021: 69 · 2020: 68 · 2019: 78 · 2018: 55 · 2017: 72 · 2016: 87 · 2015: 90 · 2014: 93 · 2013: 102 · 2012: 72
FWCI: 77.21
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Studies in Mathematics (publishedVersion)
Topics: Social Sciences › Arts and Humanities › History and Philosophy of Science › History and Theory of Mathematics
Social Sciences › Education › Mathematics Education and Pedagogy
Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords: structural conception, reification, interiorization, condensation, concept formation, mathematics learning, problem solving

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On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin

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