
05877797
j
2011b.00472
OuvrierBuffet, C\'ecile
A mathematical experience involving defining processes: inaction definitions and zerodefinitions.
Educ. Stud. Math. 76, No. 2, 165182 (2011).
2011
Springer Netherlands, Dordrecht
EN
E45
D25
C35
zerodefinitions
inaction definitions
proofgenerated definitions
concept image
displacements
regular grid
discrete mathematics
first year university students
Lakatos
Vergnaud
educational research
doi:10.1007/s1064901092723
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 inaction definitions and the zerodefinitions and highlight the need of similar mathematical experiences in education, particularly focused on defining processes and the exploration of a research problem.