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How Can Geometry Students Understand What It Means to Define in Mathematics
| Content Provider | Semantic Scholar |
|---|---|
| Author | Herbst, Patricio G. González, Gloriana Macke, Michele |
| Copyright Year | 2005 |
| Abstract | This article discusses how a teacher can prepare the terrain for students to understand what it means to define a figure. Drawing on writings from mathematicians and mathematics educators on the role of definitions in mathematics, the authors argue that students develop a greater appreciation for the conciseness of a mathematical definition if they are involved in activities of generating figures that meet stipulated properties. The authors illustrate that argument with episodes from students’ play of a game called Guess My Quadrilateral! in two high school geometry classes. |
| File Format | PDF HTM / HTML |
| Volume Number | 15 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ845849.pdf |
| Alternate Webpage(s) | http://math.coe.uga.edu/TME/Issues/v15n2/v15n2_Herbst.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
