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2003•Nastava i vaspitanjeRequires access

Comprehension in mathematics teaching

Milana Egerić

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Abstract

The paper discusses the concept of comprehension as well as the mental process of comprehending, focusing on the comprehension of mathematical contents. The components, the conditions necessary for the act of comprehension, as well as the mental operations involved in the process of comprehension are presented. Highlighted is the problem of 'epistemological difficulties' in the process of comprehending mathematical contents, and their psycho-genetic origin is explained. Concrete examples of mathematical contents enrich this paper.

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What this paper is about

The paper discusses the concept of comprehension as well as the mental process of comprehending, focusing on the comprehension of mathematical contents. The components, the conditions necessary for the act of comprehension, as well as the mental operations involved in the process of comprehension are presented. Highlighted is the problem of 'epistemological difficulties' in the process of comprehending mathematical contents, and their psycho-genetic origin is explained. Concrete examples of mathematical contents enrich this paper.

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Available abstract

The paper discusses the concept of comprehension as well as the mental process of comprehending, focusing on the comprehension of mathematical contents. The components, the conditions necessary for the act of comprehension, as well as the mental operations involved in the process of comprehension are presented. Highlighted is the problem of 'epistemological difficulties' in the process of comprehending mathematical contents, and their psycho-genetic origin is explained. Concrete examples of mathematical contents enrich this paper.

Key concepts: Comprehension, Process (computing), Computer science, Mental model, Mental process, Mathematics education, Psychology, Cognitive science

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