A4 Vertaisarvioitu artikkeli konferenssijulkaisussa
What do prospective mathematics teachers mean by “definitions can be proved”?
Tekijät: Merve Dilberoğlu, Çiğdem Haser, Erdinç Çakıroğlu
Toimittaja: U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis
Konferenssin vakiintunut nimi: Congress of the European Society for Research in Mathematics Education
Julkaisuvuosi: 2019
Kokoomateoksen nimi: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Aloitussivu: 181
Lopetussivu: 188
ISBN: 978-90-73346-75-8
Verkko-osoite: https://hal.archives-ouvertes.fr/hal-02398094v1
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/44664829
The research reported here is part of an ongoing study in which
prospective middle school mathematics teachers’ conceptions of
definition are investigated through their responses to semi-structured
interview questions about defining quadrilaterals. Here we present
findings from their responses to a subset of the interview questions,
with the purpose of understanding what they mean by the expression
“definitions can be proved”- an expression commonly referenced, and
considered as erroneous in the research literature. Analysis of the
responses, through using thematic coding and Toulmin’s (1958) scheme,
revealed that participants attributed two different meanings to the
phrase: (1) proving the claim that a written definition accurately
designates an intended concept and (2) proving the concept being defined
(erroneous). Based on our findings, we point to a reconsideration of
the phenomenon by the research community.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
