Students' Conceptions of a Mathematical Definition

This article deals with 12th-grade students' conceptions of a mathematical definition. Their conceptions of a definition were revealed through individual and group activities in which they were asked to consider a number of possible definitions of four mathematical concepts: two geometric and two an... Ausführliche Beschreibung

1. Person: Zaslavsky, Orit
Weitere Personen: Shir, Karni verfasserin
Quelle: in Journal for research in mathematics education : JRME Vol. 36, No. 4 (2005), p. 317-346
Weitere Artikel
Format: Online-Artikel
Sprache: English
Veröffentlicht: 2005
Beschreibung: Online-Ressource
Schlagworte: research-article
Beliefs
Calculus/analysis
Conceptual knowledge
Geometry
Higher order thinking
Reasoning
Secondary mathematics
Online Zugang: Volltext
Volltext
Tags: Hinzufügen
Keine Tags. Fügen Sie den ersten Tag hinzu!
Anmerkung: Copyright: Copyright 2005 National Council of Teachers of Mathematics, Inc.
Zusammenfassung: This article deals with 12th-grade students' conceptions of a mathematical definition. Their conceptions of a definition were revealed through individual and group activities in which they were asked to consider a number of possible definitions of four mathematical concepts: two geometric and two analytic. Data consisted of written responses to questionnaires and transcriptions of videotaped group discussions. The findings point to three types of students' arguments: mathematical, communicative, and figurative. In addition, two types of reasoning were identified surrounding the contemplation of alternative definitions: for the geometric concepts, the dominant type of reasoning was a definition-based reasoning; for the analytic concepts, the dominant type was an example-based reasoning. Students' conceptions of a definition are described in terms of the features and roles they attribute to a mathematical definition.
ISSN: 1945-2306

Ähnliche Einträge

Keine ähnlichen Titel gefunden

Privacy Notice Ask a Librarian New Acquisitions