Presentation Type

Oral Presentation

Keywords

Mathematics, mathematical definitions, pedagogy of definitions, math education

Department

Mathematics

Major

English Literature and Mathematics

Abstract

What are the key differences between how students view mathematical definitions and how their professors think they do? In this study we follow students during a guided reconstruction exercise in which they create a definition for, in this case, the convergence of a sequence and we record the process on film. Several theoretical frameworks including RME are then used to analyze student responses and behavior throughout the process and determine the difference in perceptions between student and teacher; these differences inform the best method to present definitions to students.

Faculty Mentor

Brian Fisher

Funding Source or Research Program

Academic Year Undergraduate Research Initiative

Presentation Session

Session E

Location

Rockwell Academic Center 178

Start Date

21-3-2014 3:45 PM

Included in

Mathematics Commons

Share

COinS
 
Mar 21st, 3:45 PM

What Makes A ‘Good’ Definition: Analyzing Students’ Conceptions of Mathematical Definitions and the Pedagogy of Definitions In Math Education

Rockwell Academic Center 178

What are the key differences between how students view mathematical definitions and how their professors think they do? In this study we follow students during a guided reconstruction exercise in which they create a definition for, in this case, the convergence of a sequence and we record the process on film. Several theoretical frameworks including RME are then used to analyze student responses and behavior throughout the process and determine the difference in perceptions between student and teacher; these differences inform the best method to present definitions to students.