N. SUTHISUNG, M. INPRASIT HA
Especially, the parallel compression to thinkable concepts in
embodiment and symbolism that is compression in embodiment
including action, multi-action, same effect, effect as prototype
and expanded to effect is used. Compression in symbolism in-
cluding procedure, multi-procedure, process, a thinkable con-
cept (procept) and expanded to revise thinkable concepts as in
solving mathematics problem. It is shifting steadily from per-
forming sequence of compression in students’ thinking from
actions being linked together increasingly sophisticated ways:
accumulation students’ way thinking in 1 - 3 steps to refine im-
portant ideas in step 4 and it is realized to extend useable
mathematical structure in step 5 also. It happened clearly by
compression of knowledge from step-by-step procedure, to the
possible choice of several different procedures, to seen the
overall effect as a general process that can be carried at in va-
rious ways, to compressing it as a thinkable concept.
The further study, my research will analyze the function of
students’ abstraction process as operation of compression to
thinkable concept from blending embodiment and symbolism,
which is micro scale in analyzing mechanism students’ mathe-
matical thinking.
Acknowledgements
This work was supported by the Higher Education Research
Promotion and National Research University Project of Thai-
land, Office of the Higher Education Commission, through the
Cluster of Research to Enhance the Quality of Basic Education
and Center for Research in Mathematics Education, Faculty of
Education, Khon Kaen University, Thailand.
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