Representation, Vision and Visualization: Cognitive Functions in Mathematical Thinking. Basic Issues for Learning.

This paper focuses on some main distinctions that are necessary to analyze mathematical knowledge from a learning point of view and explain how many students come up against difficulties at each level of the curriculum. From a learning point of view, visualization cannot be used as an immediate and obvious support for understanding, even though it is the only relevant cognitive modality in mathematics. (Contains 21 references.) (DDR)