Defining as a Mathematical Activity: A Framework for Characterizing Progress from Informal to More Formal Ways of Reasoning

Autor/inn/en	Zandieh, Michelle; Rasmussen, Chris
Titel	Defining as a Mathematical Activity: A Framework for Characterizing Progress from Informal to More Formal Ways of Reasoning
Quelle	In: Journal of Mathematical Behavior, 29 (2010) 2, S.57-75 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2010.01.001
Schlagwörter	Instructional Design; Mathematics Education; Learning Experience; Geometry; Undergraduate Students; Thinking Skills; College Mathematics; Mathematics Activities; Courses + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematische Bildung; Lernerfahrung; Geometrie; Denkfähigkeit; Kursangebot
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. (Contains 6 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10