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• W2104316936 abstract "Definitions play an essential role in mathematics. As such, mathematics teachers andstudents need to flexibly and productively interact with mathematical definitions inthe classroom. However, there has been little research about mathematics teachers’understanding of definitions. At an even more basic level, there is little clarity aboutwhat teachers must know about mathematical definitions in order to support thedevelopment of mathematically proficient students. This paper reports on aqualitative study of pre-service secondary mathematics teachers choosing, using,evaluating, and interpreting definitions. In an undergraduate capstone course formathematics majors, these future teachers were assigned three tasks which requiredthem to (1) choose and apply definitions of functions, (2) evaluate the equivalence ofdefinitions of functions, and (3) interpret and critique a secondary school textbook’sdefinition of a specific type of function. Their performances indicated that many ofthese pre-service mathematics teachers had deficiencies reasoning with and aboutmathematical definitions. The implications of these deficiencies are discussed andsuggestions for teacher educators are proposed." @default.
• W2104316936 created "2016-06-24" @default.
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• W2104316936 date "2013-03-25" @default.
• W2104316936 modified "2023-09-23" @default.
• W2104316936 title "Pre-service Secondary Mathematics Teachers Making Sense of Definitions of Functions" @default.
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