Students' Conceptions of a Mathematical Definition
This article deals with 12thgrade 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. 317346 Weitere Artikel 
Format:  OnlineArtikel 
Sprache:  English 
Veröffentlicht: 
2005 
Beschreibung:  OnlineRessource 
Schlagworte: 
researcharticle
Beliefs Calculus/analysis Conceptual knowledge Geometry Higher order thinking Reasoning Secondary mathematics 
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Anmerkung: 
Copyright: Copyright 2005 National Council of Teachers of Mathematics, Inc. 
Zusammenfassung: 
This article deals with 12thgrade 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 definitionbased reasoning; for the analytic concepts, the dominant type was an examplebased reasoning. Students' conceptions of a definition are described in terms of the features and roles they attribute to a mathematical definition. 

ISSN: 
19452306 