NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1043689
Record Type: Journal
Publication Date: 2014
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1098-6065
A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics
Johnson, Heather Lynn; Blume, Glendon W.; Shimizu, Jeanne K.; Graysay, Duane; Konnova, Svetlana
Mathematical Thinking and Learning: An International Journal, v16 n4 p285-311 2014
To contribute to an understanding of the nature of teachers' mathematical knowledge and its role in teaching, the case study reported in this article investigated a teacher's conception of a metamathematical concept, definition, and her use of examples in doing and teaching mathematics. Using an enactivist perspective on mathematical knowledge, the authors give an account of the case of Lily, a prospective, then beginning, teacher who conceived of mathematical definition as an object with particular form and function and engaged in purposeful, specialized use of examples when doing and teaching mathematics. Lily's case illustrates how a teacher's interpretation of examples (as exemplifications or single instances) and conception of the form and function of definitions can influence her doing and teaching mathematics. An implication is that teacher preparation should foster teachers' abilities to use examples purposefully to provide students with rich opportunities to engage in mathematical processes such as defining.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: ESI-0426253