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
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.