Nihayatus Sa’adah, Raden Sulaiman, Agung Lukito
This study explores the definition of abstraction and the types of tasks that require the learner to engage in abstraction. A systematic literature review is conducted on articles from 2010-2024 using the Scopus database. Fifteen articles are synthesized to answer the questions. The results of this paper are as follows: (a) Mathematical abstraction is the process of emerging new constructs analyzed using the RBC+C model, namely recognizing, building-with, constructing, and consolidating actions. A new construct is established by making associations with previous knowledge in the recognizing action, applying it to solve the problem of the tasks in the building-with action, forming new knowledge in the constructing action, and strengthening the constructed knowledge in the consolidating action. The RBC+C model uses a priori analysis to predict knowledge elements needed for task completion, though actual learning may exceed expectations. Studies vary in terminology—facts, concepts, procedures—and their classifications often overlap. A posteriori analysis reveals emerging constructs, including unexpected ones, challenging assumptions, and enriching insights into mathematical abstraction processes. (b) The tasks that require the learner to engage in abstraction are identified into two types: the tasks designed to help the learner build new knowledge and the tasks designed to evoke a conflict with the learner’s concept images. Mathematical abstraction depends on curricular factors like learning goals and task design. It begins when learners recognize the need for new constructs, sparked by interest or conflicts between concept images and concept definitions. Designed tasks support abstraction either by fostering concept construction or by challenging existing understandings to provoke deeper understandings. © 2026, Malque Publishing. All rights reserved.
Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, East Java, Surabaya, Indonesia; Department of Mathematics Education, Universitas Hasyim Asy’ari, East Java, Jombang, Indonesia
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