Students' conceptions of mathematics as sensible: Towards the SCOMAS framework

In this article I describe the development of a framework for considering students' conceptions about the sensible nature of mathematics. I begin by using extant literature on conceptions of mathematics to develop a framework of action-oriented indicators that students' conceive of mathematics as sensible. I then use classroom data to modify and illustrate the framework. The result is a coding framework, grounded in the literature, which can be used to assess the enacted conceptions of mathematics as sensible of a group of students. This work also provides a conceptual framework, grounded in classroom data, of the dimensions of these conceptions.