BibSonomy publications for /concept/tag/reificationWed Jan 18 15:57:25 CET 2012RDFProv : a Relational RDF Store for Querying and Managing Scientific Workflow Provenance2010linkeddata rdf reification trust Tue Nov 15 07:40:32 CET 2011RDFProv : a Relational RDF Store for Querying and Managing Scientific Workflow Provenance2010linkeddata rdf reification trust Mon Feb 21 03:33:52 CET 2011WOP2010wop2010Literal Reification2010literals ontologydesignpatterns owl reification Fri Dec 14 02:46:59 CET 2007FebruaryDraftOntological Promiscuity Revisited1997reification Fri Dec 14 02:40:35 CET 2007Cambridge, MAProc. ACL'83June57-63An Improper Treatment of Quantification in Ordinary {English}1983quantification reification Fri Dec 14 02:40:34 CET 2007Proc. ACL'8561-69Ontological Promiscuity1985reification Fri Dec 14 02:40:33 CET 2007The Origin and Evolution of Language: A Plausible, Strong-{AI} Account1996evolution reification abduction No abstractFri Dec 14 02:40:32 CET 2007DraftThe Logical Notation: Ontological Promiscuity2000reification Thu May 31 13:14:53 CEST 2007Educational Studies in Mathematics2191-228The gains and the pitfalls of reification — The case of algebra261994algebra learning mathematical mythesis reification sequences Tue Mar 07 17:56:12 CET 2006Educational Studies in Mathematics1--36On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin221991ch2 ijtme2006 limit mythesis process-product reification scalar-functional sequences This paper presents a theoretical framework for investigating the role of algorithms in mathematical thinking. In the study, a combined ontological-psychological outlook is applied. An analysis of different mathematical definitions and representations brings us to the conclusion that abstract notions, such as number or function, can be conceived in two fundamentally different ways: structurally-as objects, and operationally-as processes. These two approaches, although ostensibly incompatible, are in fact complementary. It will be shown that the processes of learning and of problem-solving consist in an intricate interplay between operational and structural conceptions of the same notions. On the grounds of historical examples and in the light of cognitive schema theory we conjecture that the operational conception is, for most people, the first step in the acquisition of new mathematical notions. Thorough analysis of the stages in concept formation leads us to the conclusion that transition from computational operations to abstract objects is a long and inherently difficult process, accomplished in three steps: interiorization, condensation, and reification. In this paper, special attention is given to the complex phenomenon of reification, which seems inherently so difficult that at certain levels it may remain practically out of reach for certain students.