کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
360676 | 1436033 | 2010 | 19 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning
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کلمات کلیدی
موضوعات مرتبط
مهندسی و علوم پایه
ریاضیات
ریاضیات کاربردی
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning](/preview/png/360676.png)
چکیده انگلیسی
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.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Journal of Mathematical Behavior - Volume 29, Issue 2, June 2010, Pages 57–75
Journal: The Journal of Mathematical Behavior - Volume 29, Issue 2, June 2010, Pages 57–75
نویسندگان
Michelle Zandieh, Chris Rasmussen,