Author: Collis, Kevin F., Watson, Jane M., Campbell, K. Jennifer
Type of paper: Abstract refereed
Problem-solving in school mathematics has traditionally been considered as belonging only to the mode of thinking concerned with making logical connections between data and the mathematical model and then teasing out the relationship between the variable in the model and the concrete symbolic mode. Little, if any, attention has been given to the place of the intuitive processes of the ikonic mode at this level. This project has set out to explore the interface between logical and intuitive processes in the context of mathematical problem-solving with a view to designing guidelines for teaching and assessment procedures. The paper will present the results obtained in the early stages of the study.