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2011 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: unavailable || 
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1. Subedi, Krishna. "Dealing With Abstraction: Reducing Abstraction in Teaching (RAT)" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, NV, Oct 20, 2011 Online <APPLICATION/PDF>. 2019-05-23 <http://citation.allacademic.com/meta/p512535_index.html>
Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: Reducing Abstraction in Teaching (RAT) is one of the theoretical frameworks that provide a window to look at how teacher deal with abstraction in teaching. By analysing some mathematics classroom practices through the lens of RAT, I illustrate various tendencies of teachers dealing with mathematical abstraction in teaching. I, then, exemplify some instances where ‘reducing abstraction’ has been proved effective teaching strategy while in other cases it may go unsupportive for the development of students mathematical understanding.

2017 - 4S Annual Meeting Pages: unavailable || Words: unavailable || 
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2. Barany, Michael. "Abstracts, Abstraction, and the Senses of Modern Intercontinental Mathematics" Paper presented at the annual meeting of the 4S Annual Meeting, Sheraton Boston Hotel, Boston MA, Aug 30, 2017 Online <PDF>. 2019-05-23 <http://citation.allacademic.com/meta/p1270762_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: In the late nineteenth and early twentieth century, systematic scientific abstracting played a crucial role in reconfiguring the sciences on an international scale. Beginning in the 1930s and accelerating with the 1940 launch of the American journal Mathematical Reviews, such abstracting activities helped to create a fundamental transformation, I shall argue, not just to the geographic scale of professional mathematics but to the very nature of mathematicians research and theories. It was not an accident that mathematical abstracting in this period coincided with an embrace across mathematical research fields of a distinctive form of symbolic and conceptual abstraction. Using archival sources and information from the online databases of Mathematical Reviews (MathSciNet) and the Zentralblatt für Mathematik (zbMATH), I shall examine the conjoined embodied and conceptual bases of mathematical abstracting and abstraction in the 1940s and 1950s, placing them in historical context within the first half of the twentieth century. My analysis will emphasize two interconnected forms of sense-making that found new significance for mathematicians during that period: establishing terms and concepts with a particular "sense" (that is, theoretical framework), and determining that such terms or concepts "are sensible," "make sense," or "have a sense." Abstraction and abstracting practices mutually emphasized this dual kind of sense-making by requiring certain forms of categorization, summary, allusion, and justification while foreclosing others.

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