Defining as a mathematical activity

A framework for characterizing progress from informal to more formal ways of reasoning

Michelle Zandieh, Chris Rasmussen

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

The purpose of this paper is to further the notion of defining as a mathematical activity by elaborating a framework that structures the role of defining in student progress from informal to more formal ways of reasoning. The framework is the result of a retrospective account of a significant learning experience that occurred in an undergraduate geometry course. The framework integrates the instructional design theory of Realistic Mathematics Education (RME) and distinctions between concept image and concept definition and offers other researchers and instructional designers a structured way to analyze or plan for the role of defining in students' mathematical progress.

Original languageEnglish (US)
Pages (from-to)57-75
Number of pages19
JournalJournal of Mathematical Behavior
Volume29
Issue number2
DOIs
StatePublished - Jun 2010

Fingerprint

Reasoning
mathematics
Students
Mathematics
Instructional Design
student
Education
Mathematics Education
Research Personnel
Learning
Geometry
Integrate
learning
education
experience
Framework
Concepts
Experience

Keywords

  • Concept definition
  • Concept image
  • Defining
  • Definition
  • Realistic Mathematics Education
  • Undergraduate mathematics education

ASJC Scopus subject areas

  • Applied Mathematics
  • Applied Psychology
  • Education

Cite this

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