Procept
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Procept
In mathematics education, a procept is an amalgam of three components: a "process" which produces a mathematical "object" and a "symbol" which is used to represent either process or object. It derives from the work of Eddie Gray and David O. Tall. The notion was first published in a paper in the ''Journal for Research in Mathematics Education'' in 1994, and is part of the process-object literature. This body of literature suggests that mathematical objects are formed by encapsulating processes, that is to say that the mathematical object 3 is formed by an encapsulation of the process of counting: 1,2,3... Gray and Tall's notion of procept improved upon the existing literature by noting that mathematical notation is often ambiguous as to whether it refers to process or object. Examples of such notations are: :3+4 : refers to the process of adding as well as the outcome of the process. :\sum_^(a_n) : refers to the process of summing an infinite sequence, and to the outcome of the pr ...
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Mathematics Education
In contemporary education, mathematics education, known in Europe as the didactics or pedagogy of mathematics – is the practice of teaching, learning and carrying out scholarly research into the transfer of mathematical knowledge. Although research into mathematics education is primarily concerned with the tools, methods and approaches that facilitate practice or the study of practice, it also covers an extensive field of study encompassing a variety of different concepts, theories and methods. National and international organisations regularly hold conferences and publish literature in order to improve mathematics education. History Ancient Elementary mathematics were a core part of education in many ancient civilisations, including ancient Egypt, ancient Babylonia, ancient Greece, ancient Rome and Vedic India. In most cases, formal education was only available to male children with sufficiently high status, wealth or caste. The oldest known mathematics textbook is the ...
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