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| Autor/inn/en | Gilboa, Nava; Dreyfus, Tommy; Kidron, Ivy |
|---|---|
| Titel | Meta-Mathematical Aspects of Definitions |
| Quelle | In: Educational Studies in Mathematics, 114 (2023) 3, S.461-481 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Gilboa, Nava) ORCID (Dreyfus, Tommy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-023-10252-x |
| Schlagwörter | Mathematics Education; Definitions; Classification; Mathematical Concepts; Concept Formation; Mathematics Instruction |
| Abstract | The notion of definition is a central building block of mathematics. In addition to specific definitions, it is desirable that students learn about meta-mathematical aspects of definitions such as their role of classification, and about characteristics of definitions such as arbitrariness. We investigated how such meta-mathematical aspects emerge when students are led to construct a definition such as point of inflection or tangent line, and how the constructing process interacts with meta-mathematical aspects. We used Abstraction in Context as theoretical framework because of its suitability to analyze processes of knowledge construction. We found that meta-mathematical aspects of definitions influence and are influenced by students' processes of constructing definitions. We argue that awareness of meta-mathematical aspects improves students' conception of mathematical definitions. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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