**HOW HUMANS LEARN TO THINK MATHEMATICALLY**

This book formulating an overall framework to explain and predict how humans learn to think mathematically has now been published by Cambridge University Press (USA) in September 2013. I was allowed by the publishers to place the first chapter of the book in draft copy |

It identifies three essentially different long-term developments of mathematical thinking involving:

- the
*structural properties*of objects (as in geometry, or in graphical representations) - the
*operational properties*of actions on objects (as in counting, sharing, arithmetic, algebra) - the
*formal properties*of mathematical objects given by formal definition and proof.

The overall linking concept is the notion of * crystalline concept. *This is a concept with strong connections that are implicit in a given concept, for instance the notion of 'isosceles triangle' in geometry which not only has two equal sides, it

The transition to new areas of mathematics is built on experiences that were **met before **and in a new context may be supportive (e.g. 2+2=4) or problematic (e.g. 'take away makes smaller' in the context of negative quantities). Supportive met-befores allow appropriate generalization and give pleasure in operating in new contexts. For a confident individual a problematic met-before may cause frustration and a determination to conquer the problem. For a less-confident individual, a problematic met-before may cause anxiety and the desire to avoid the problem. In the latter case, the individual may seek to learn procedures by rote to be able to pass tests. If successful, this gives a new kind of pleasure in passing examinations, but it may not promote a flexible way of thinking and later lead to longer-term difficulties.

The framework focuses on cognitive and emotional development of mathematical thinking *from the viewpoint of the learner* while remaining aware of the crystalline nature of mathematics at all levels. It blends with other theories to reveal how approaches suitable in one context may be problematic in others. It encourages theorists to become aware of their own met-befores that colour their opinions and offers an analysis into current controversies in mathematics education that arise from the views of different communities of practice.

The book 'How Humans Learn to Think Mathematically' is the reflective summation of forty years of research and development. The papers that led to its development may be found in the **Downloads** page of my website, including the first chapter of the book which can be found either on the Downloads page, or directly from here:

*Chapter 1 of How Humans Learn to think Mathematically*

Earlier papers that eventually led to the full framework are given below. Important papers are **2010b** on met-befores, **2011a** on crystalline concepts, and the keynote talk **2010c** on the effects of emotion in mathematical thinking.

**2004a** Introducing Three Worlds of Mathematics. *For the Learning of Mathematics*. The first paper on three worlds written as a response to published comments on 'the three worlds', at that time under development, including a discussion on the building of theories.

**2004b** Thinking Through Three Worlds of Mathematics.*Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education*, Bergen, Norway, 4, 281–288. An introduction to the origins and ideas in ‘the three worlds‘.

**2005e** David Tall (2005). A Theory of Mathematical Growth through Embodiment, Symbolism and Proof. Plenary Lecture for the *International Colloquium on Mathematical Learning from Early Childhood to Adulthood*, Belgium, 5-7 July 2005. A description of the framework of development from child to adult, starting from foundational principles.

**2005f** David Tall (2005). The transition from embodied thought experiment and symbolic manipulation to formal proof. Plenary Lecture for the* Delta Conference*, Frazer Island, Australia, November 2005. [An analysis of the transition from conceptual embodiment and proceptual symbolism to formal proof.]

**2006b** David Tall (2006). A life-time’s journey from definition and deduction to ambiguity and insight. *Retirement as Process and Concept: A Festschrift for Eddie Gray and David Tall*, Prague. 275-288, ISBN 80-7290-255-5. [A celebration of those who have taught me almost everything I know.]

**2006h** David Tall & Juan Pablo Mejia-Ramos (2006). The Long-Term Cognitive Development of Different Types of Reasoning and Proof, presented at the Conference on *Explanation and Proof in Mathematics: Philosophical and Educational Perspectives*, Essen, Germany. (pre-publication draft).

**2007f ** Eddie Gray & David Tall (2007). Abstraction as a natural process of mental compression. *Mathematics Education Research Journal*, 19 ( 2), 23–40.

**2008e** David Tall (2008). The Transition to Formal Thinking in Mathematics.* Mathematics Education Research Journal, *2008, 20 (2), 5-24

**2009x **David Tall (2009). Cognitive and social development of proof through embodiment, symbolism & formalism. *ICMI Conference on Proof.
*

2013e Mercedes McGowen & David Tall (2013). Flexible Thinking and Met-befores: Impact on learning mathematics, With Particular Reference to the Minus sign.

**For more recent papers, look at the latest downloads.**

**Some recent keynote talks focusing of different aspects of the theory:**

**2006h** David Tall (2006). Encouraging Mathematical Thinking that has both power and simplicity. *Plenary* p*resented at the APEC-Tsukuba International Conference, December 3–7, 2006, at the JICA Institute for International Cooperation (Ichigaya, Tokyo).* [The overall framework of three worlds of mathematics for an audience interested in **elementary school teaching**, concentrating on the relationship between embodiment and symbolism.]

**2007b** David Tall (2007). Embodiment, Symbolism and Formalism in Undergraduate Mathematics Education, Plenary at *10th Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education*, Feb 22–27, **2007**, San Diego, California, USA. [A presentation to an audience interested in **undergraduate mathematics education**, concentrating on the relationship between embodiment and symbolism in school and the formalism of definition-theorem-proof.] [Overheads]

**2007c** David Tall (2007). Teachers as Mentors to encourage both power and simplicity in active mathematical learning.* Plenary at The Third Annual Conference for Middle East Teachers of Science, Mathematics and Computing*, 17–19 March 2007, Abu Dhabi. [A presentation to **secondary mathematics teachers**, focusing on the relationship between embodiment and symbolism and the need for teachers to take into account ideas of compression of knowledge and what students bring to their studies.]

**2007d** Embodiment, Symbolism, Argumentation and Proof, Keynote presented at the *Conference on Reading, Writing and Argumentation* at National Changhua Normal University, Taiwan, May 2007.

**2007e** Setting Lesson Study within a long-term framework of learning. Presented at *APEC Conference on Lesson Study* in Thailand, August 2007.

**2010c** Mathematical and emotional foundations for lesson study in mathematics. Plenary presented at the *APEC Lesson Study Conference*, Chiang Mai, Thailand, November 2010.

**2012c** Making Sense of Mathematical Reasoning and Proof. Plenary at *Mathematics & Mathematics Education: Searching for Common Ground: A Symposium in Honor of Ted Eisenberg, April 29-May 3, 2012, Ben-Gurion University of the Negev, Beer Sheva, Israel.*

**2013** Integrating History, Technology and Education in Mathematics. Plenary Presentation: *História e Tecnologia no Ensino da Matemática, *July 15, 2013, Universidade Federal de São Carlos, Brazil.

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