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ERIC Number: EJ890924
Record Type: Journal
Publication Date: 2010-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0732-3123
Defining as a Mathematical Activity: A Framework for Characterizing Progress from Informal to More Formal Ways of Reasoning
Zandieh, Michelle; Rasmussen, Chris
Journal of Mathematical Behavior, v29 n2 p57-75 Jun 2010
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. (Contains 6 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A