id: 05877797
dt: j
an: 2011b.00472
au: Ouvrier-Buffet, Cécile
ti: A mathematical experience involving defining processes: in-action
definitions and zero-definitions.
so: Educ. Stud. Math. 76, No. 2, 165-182 (2011).
py: 2011
pu: Springer Netherlands, Dordrecht
la: EN
cc: E45 D25 C35
ut: zero-definitions; in-action definitions; proof-generated definitions;
concept image; displacements; regular grid; discrete mathematics; first
year university students; Lakatos; Vergnaud; educational research
ci:
li: doi:10.1007/s10649-010-9272-3
ab: Summary: In this paper, a focus is made on defining processes at stake in
an unfamiliar situation coming from discrete mathematics which brings
surprising mathematical results. The epistemological framework of
Lakatos is questioned and used for the design and the analysis of the
situation. The cognitive background of Vergnaud’s approach enriches
the study of freshmen’s processes at university. The mathematical
analysis and the results specifically underscore the in-action
definitions and the zero-definitions and highlight the need of similar
mathematical experiences in education, particularly focused on defining
processes and the exploration of a research problem.
rv: