Learners often view learning mathematics as non-sense-making (Dienes, 1971; Schoenfeld, 1991). Non-sense-making is distinct from nonsense (no meaning is possible) and is closer to the term senseless (having no meaning). Schoenfeld (1991, p. 316, 320) coined the phrase ‘suspension of sensemaking’ or ‘significant nonreason in students’ school mathematics’ to describe learners’ disengagement with mathematics. The senselessness experienced by learners when trying to engage with mathematics may stem from a disconnection between the learners’ procedural and conceptual understanding. Teachers also mistake procedural competency for conceptual understanding where they see the latter as a natural consequence of the former. Often the senselessness of mathematics comes from this assumption, especially when the problem changes from ‘basics’ (manipulation) to ‘application’ (word problems). Curricula are also often set up to mask procedural ability for conceptual understanding.

中文翻译：

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通过学习者选择进行数学意义上的理解

学习者通常将学习数学视为无意义的行为（Dienes，1971； Schoenfeld，1991）。无意义的造词与无意义的造词是不同的（没有意义是不可能的），并且更接近于无意义的术语（没有意义）。Schoenfeld（1991，p。316，320）创造了“暂停意义的形成”或“学生学校数学中的重大非理性”一词来描述学习者对数学的脱离。学习者在尝试与数学接触时所经历的无意识可能源于学习者在程序和概念上的理解之间的脱节。教师还将程序能力误解为概念性理解，他们认为后者是前者的自然结果。数学的无意识常常来自这种假设，尤其是当问题从“基本”（操作）变为“应用”（单词问题）时。通常也设置课程以掩盖对概念理解的程序能力。