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  • The Relation Between Duality, Ambiguity and Flexibility Taken Relative To Simple Arithmetic, by Math Tutoring Merlin Montreal

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    Name : Merlin Dergham. The author discusses in details the relation between duality, ambiguity and flexibility taken relative to simple Arithmetic. It is the duality between the process and concept of the same symbolism that forms ambiguity and ambiguity forms conflict or flexibility. It is the duality between carrying out a mathematical operation (things to do) with the mental models (things to know). So we say: process of counting and the concept of number. Such duality is in the deep nature of procedures in carrying out the process that are conceived as conflict to concept. This leads to ambiguity of notation but when it is resolved there are a room for flexibility. For example, “-5” is a process of shifting five to the left of zero or a process of “subtract five” while at the same time it is the concept of the negative number -5. The author then comes up with a proceptual vision which is a mixture of process and concept for the same symbolism. A procept which is a mixture of three components: Process-Object-Symbols. A process that produces a mathematical object using symbols to represent either process or object. Then he goes in refining the notion of procept to resolves the ambiguity to a more flexible situation. Such flexibility of the procept of number is fundamental to development of arithmetic. Now one can view addition intertwined with subtraction of which they are interrelated. This leads to flexibility in solving addition and subtraction problems. For example, procept 6 includes the process of counting 6, and a collection of other representations such as 3+3, 4+2, 2+4, 2x3, 8–2, etc. All of these symbols represent the same object although obtained by different processes. Hence it can be decomposed and recomposed in a flexible manner. So a math thinker is successful when his mental structure is proceptual. This leads with empirical evidence to a new distinct mathematical thought in quality between the more able and the less able who have opposite approaches in dealing with mathematics. It allows a more insightful analysis of the process of learning mathematics because it provides a more natural cognitive development.

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    Name : Merlin Dergham. The author discusses in details the relation between duality, ambiguity and flexibility taken relative to simple Arithmetic. It is the duality between the process and concept of the same symbolism that forms ambiguity and ambiguity forms conflict or flexibility. It is the duality between carrying out a mathematical operation (things to do) with the mental models (things to know). So we say: process of counting and the concept of number. Such duality is in the deep nature of procedures in carrying out the process that are conceived as conflict to concept. This leads to ambiguity of notation but when it is resolved there are a room for flexibility. For example, “-5” is a process of shifting five to the left of zero or a process of “subtract five” while at the same time it is the concept of the negative number -5. The author then comes up with a proceptual vision which is a mixture of process and concept for the same symbolism. A procept which is a mixture of three components: Process-Object-Symbols. A process that produces a mathematical object using symbols to represent either process or object. Then he goes in refining the notion of procept to resolves the ambiguity to a more flexible situation. Such flexibility of the procept of number is fundamental to development of arithmetic. Now one can view addition intertwined with subtraction of which they are interrelated. This leads to flexibility in solving addition and subtraction problems. For example, procept 6 includes the process of counting 6, and a collection of other representations such as 3+3, 4+2, 2+4, 2x3, 8–2, etc. All of these symbols represent the same object although obtained by different processes. Hence it can be decomposed and recomposed in a flexible manner. So a math thinker is successful when his mental structure is proceptual. This leads with empirical evidence to a new distinct mathematical thought in quality between the more able and the less able who have opposite approaches in dealing with mathematics. It allows a more insightful analysis of the process of learning mathematics because it provides a more natural cognitive development.

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    The Relation Between Duality, Ambiguity and Flexibility Taken Relative To Simple Arithmetic, by Math Tutoring Merlin Montreal

    Uploaded by

    Math Tutor
    Name : Merlin Dergham. The author discusses in details the relation between duality, ambiguity and flexibility taken relative to simple Arithmetic. It is the duality between the process and concept of the same symbolism that forms ambiguity and ambiguity forms conflict or flexibility. It is the duality between carrying out a mathematical operation (things to do) with the mental models (things to know). So we say: process of counting and the concept of number. Such duality is in the deep nature of procedures in carrying out the process that are conceived as conflict to concept. This leads to ambiguity of notation but when it is resolved there are a room for flexibility. For example, “-5” is a process of shifting five to the left of zero or a process of “subtract five” while at the same time it is the concept of the negative number -5. The author then comes up with a proceptual vision which is a mixture of process and concept for the same symbolism. A procept which is a mixture of three components: Process-Object-Symbols. A process that produces a mathematical object using symbols to represent either process or object. Then he goes in refining the notion of procept to resolves the ambiguity to a more flexible situation. Such flexibility of the procept of number is fundamental to development of arithmetic. Now one can view addition intertwined with subtraction of which they are interrelated. This leads to flexibility in solving addition and subtraction problems. For example, procept 6 includes the process of counting 6, and a collection of other representations such as 3+3, 4+2, 2+4, 2x3, 8–2, etc. All of these symbols represent the same object although obtained by different processes. Hence it can be decomposed and recomposed in a flexible manner. So a math thinker is successful when his mental structure is proceptual. This leads with empirical evidence to a new distinct mathematical thought in quality between the more able and the less able who have opposite approaches in dealing with mathematics. It allows a more insightful analysis of the process of learning mathematics because it provides a more natural cognitive development.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
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    Name : Merlin Dergham.

    The author discusses in details the relation between duality, ambiguity and flexibility
    taken relative to simple Arithmetic.

    It is the duality between the process and concept of the same symbolism that forms
    ambiguity and ambiguity forms conflict or flexibility.
    It is the duality between carrying out a mathematical operation (things to do) with the
    mental models (things to know). So we say: process of counting and the concept of
    number.
    Such duality is in the deep nature of procedures in carrying out the process that are
    conceived as conflict to concept. This leads to ambiguity of notation but when it is
    resolved there are a room for flexibility. For example, “-5” is a process of shifting five to
    the left of zero or a process of “subtract five” while at the same time it is the concept of
    the negative number -5.

    The author then comes up with a proceptual vision which is a mixture of process and
    concept for the same symbolism. A procept which is a mixture of three components:
    Process-Object-Symbols. A process that produces a mathematical object using symbols to
    represent either process or object. Then he goes in refining the notion of procept to
    resolves the ambiguity to a more flexible situation. Such flexibility of the procept of
    number is fundamental to development of arithmetic. Now one can view addition
    intertwined with subtraction of which they are interrelated. This leads to flexibility in
    solving addition and subtraction problems.

    For example, procept 6 includes the process of counting 6, and a collection of other
    representations such as 3+3, 4+2, 2+4, 2x3, 8–2, etc. All of these symbols represent the
    same object although obtained by different processes. Hence it can be decomposed and
    recomposed in a flexible manner.

    So a math thinker is successful when his mental structure is proceptual. This leads with
    empirical evidence to a new distinct mathematical thought in quality between the more
    able and the less able who have opposite approaches in dealing with mathematics. It
    allows a more insightful analysis of the process of learning mathematics because it
    provides a more natural cognitive development.

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