Proulx J. (2013) Mental mathematics emergence of strategies, and the enactivist theory of cognition. Educational Studies in Mathematics 84(3): 309–328. https://cepa.info/6850

Proulx J.
(

2013)

Mental mathematics emergence of strategies, and the enactivist theory of cognition.
Educational Studies in Mathematics 84(3): 309–328.
Fulltext at https://cepa.info/6850
In this article, I present and build on the ideas of John Threlfall [(Educational Studies in Mathematics 50:29–47, 2002)] about strategy development in mental mathe- matics contexts. Focusing on the emergence of strategies rather than on issues of choice or flexibility of choice, I ground these ideas in the enactivist theory of cognition, particularly in issues of problem posing, for discussing the nature of the solving pro- cesses at play when solving mental mathematics problems. I complement this analysis and conceptualization by offering two examples about issues of emergence of strategies and of problem posing, in order to offer illustrations thereof, as well as to highlight the fruitfulness of this orientation for better understanding the processes at play in mental mathematics contexts.

Proulx J. (2013) Mental mathematics, emergence of strategies, and the enactivist theory of cognition. Educational Studies in Mathematics 84(3): 309–328.

Proulx J.
(

2013)

Mental mathematics, emergence of strategies, and the enactivist theory of cognition.
Educational Studies in Mathematics 84(3): 309–328.
In this article, I present and build on the ideas of John Threlfall [(Educational Studies in Mathematics 50:29–47, 2002)] about strategy development in mental mathematics contexts. Focusing on the emergence of strategies rather than on issues of choice or flexibility of choice, I ground these ideas in the enactivist theory of cognition, particularly in issues of problem posing, for discussing the nature of the solving processes at play when solving mental mathematics problems. I complement this analysis and conceptualization by offering two examples about issues of emergence of strategies and of problem posing, in order to offer illustrations thereof, as well as to highlight the fruitfulness of this orientation for better understanding the processes at play in mental mathematics contexts.