Concept:

A concept is a class of stimuli such as objects, events, and persons, which

have common features or characteristics. In other words, concepts are ideas
which may either abstract or concrete about what categories represents or said
another ways the sort of thing we think category member are. Concepts help us
to simplify and summarize information, as well as improve the efficiency of their
memory, communication, and use of time. Students form concept that may be
mathematical or no through direct experiences with objects and events in their
real world. For instances, when parents allow children for shopping goods in the
market they automatically form concept map including price tag of materials, cost
of goods as well as basic mathematical operations and these all belongs to
mathematical concepts formed through direct experiences with real events. Some
mathematical concepts are relatively simple, clear and concrete whereas rest of
others is more complex, perplexed, fuzzy and abstract. Thus, an important aspect
of concept formation is the learning features, attributes or characteristics of
concepts. These are defining elements of a concept. It should be noted that a
concept map—a visual representation of a concept’s connection and hierarchical
organization—is an abstrusive in mathematical concept formation because it
embeds the concepts in a superordinate category including examples and non-
examples.

Steps of concept construction:

1. Define the concept: define its subordinate concepts, and identify its key
characteristics.
2. Classify in the definition: make sure that the key characteristics as well
understood.
3. Give examples to illustrate the key characteristics: in this step link non
examples and examples to each other.
4. Provide additional examples: ask students to categorize concepts, explain
their categorization, or have them generate their own examples of the
concept.
There are various ways in which concepts are constructed including construction
of perception of objects, action toward intended objects, and properties and
dimensions of the objects.

The first way of construction verges on the van Hiele’s developmental type
in which objects are changed or organized in terms of their properties and
described and then formulation required definition which we use in mathematical
proof.

The second way of construction stemmed from APOS theory.

The third way of construction allied to the creation of axiomatic structure,

through formal definition and proof in which schemata can be supposed to be pre
constructed.

Newtonian world view:

In Newtonian world view there is no place for novelty or creation;
everything that exists now has existed from the beginning of time and will
continue to exists, albeit in the somewhat different configuration. Knowledge is
nothing more than another such as distinction conserving mapping from object to
subject; scientific discovery is not creative process; it is merely an uncovering of
distinctions that were waiting to be observed. Complexity of the world is only
apparent; to deal with it, one needs to analyze phenomena in to their simplest
component.

Newtonian logic is perfectly consistent—albeit simplistic in retrospect. The

only way Newtonian reasoning can be extended to encompass the idea that
people can act purposefully by postulating the independent category of mind.
This reasoning led Descartes to purpose of philosophy dualism, which assumes
that while material objects obey mechanical laws, the mind does not.

The Newtonian ontology is materialistic; it assumes that all phenomena

whether physical, mathematical, or others are ultimately constitutes of matter.
The elements of Newtonian ontology are matters, the absolute space and time in
which matter moves, and the forces, or natural laws, that government. No other
fundamental categorizes of being such as mind, life, organization or purposes are
acknowledged. They are at most be seen as epiphenomena as arrangement of a
particles in time and space.

Newtonian epistemology is based on the reflection correspondence view of

knowledge; our knowledge is merely an imperfect reflection of the particular
arrangement of matter outside of us.

The task of science is to make mapping correspondence between the

external, the material objects and the internal cognitive elements that represent
them as accurate as possible. Any change, development is merely a geometrical
rearrangement caused by movement of the component.