## Abstract

This paper describes an emerging approach to the design of task

sequences and the theory that undergirds it. The approach aims at

promoting particular mathematical concepts, understood as the result of

reflective abstraction. Central to this approach is the identification of

available student activities from which students can abstract the

intended ideas. The approach differs from approaches in which learning

to solve the problem posed is the intended learning. The paper illustrates

the approach through data from a teaching experiment on division of

fractions.

sequences and the theory that undergirds it. The approach aims at

promoting particular mathematical concepts, understood as the result of

reflective abstraction. Central to this approach is the identification of

available student activities from which students can abstract the

intended ideas. The approach differs from approaches in which learning

to solve the problem posed is the intended learning. The paper illustrates

the approach through data from a teaching experiment on division of

fractions.

Original language | English (US) |
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Pages (from-to) | 270-279 |

Number of pages | 10 |

Journal | PNA |

Volume | 10 |

Issue number | 4 |

State | Published - 2016 |

## Keywords

- Didactical engineering
- Learning theory
- Mathematical tasks
- Reflective abstraction