Kristen Vroom, Tenchita Alzaga Elizondo, José Saúl Barbosa, Stephen Strand II
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引用次数: 0
Abstract
Definitions play an integral role in mathematics and mathematics classes. Yet, expectations for definitions and how they are intended to operate, i.e., mathematical norms for definitions, can remain hidden from students and conflict with other discursive norms, explaining differences in mathematicians’ and students’ understandings of the nature of definitions. We examined how six inquiry-oriented Introduction to Proof instructors supported their students in revising their definition drafts to adhere to mathematical norms. We identified four procedures that effectively supported students’ drafts in adhering to various mathematical norms, particularly to those that worked to increase clarity. We discuss how the instructors’ teaching practices provided different opportunities for students to engage with mathematical norms for definitions, general mathematical norms, and mathematical content.
期刊介绍：
Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematics education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them. It deals with methodological, pedagogical/didactical, political and socio-cultural aspects of teaching and learning of mathematics, rather than with specific programmes for teaching mathematics. Within this range, Educational Studies in Mathematics is open to all research approaches. The emphasis is on high-level articles which are of more than local or national interest.? All contributions to this journal are peer reviewed.
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