Printer Friendly

The Activity of Defining.

To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED501042

This paper presents a rationale and a conceptual framework for a wider research project dealing with mathematical communication, and in particular with actions performed by interlocutors whenever they wish to clarify their use of a symbol, a word or an expression. The aim of such actions is often to repair a communicational breach resulting from differences in the interlocutors' uses of words. As was found in our study, only some of the defining actions would result in texts known as mathematical definitions. The point of departure of our research project is that the effectiveness of the defining actions is as much a function of the action itself as of its contexts. Our focus in this research is thus broader than in the past studies on definitions, and includes the when and why of defining along with their how. (Contains 7 footnotes and 4 figures.) [For complete proceedings, see ED500858.]

COPYRIGHT 2003 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2003 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Nachlieli, Talli; Sfard, Anna
Publication:ERIC: Reports
Article Type:Report
Geographic Code:1USA
Date:Jul 1, 2003
Words:219
Previous Article:The Relative Influence of the Teacher in Third Grade Mathematics Classrooms.
Next Article:Learning in and from Practice: Pre-Service Teachers Investigate Their Mathematics Teaching.
Topics:

Terms of use | Privacy policy | Copyright © 2022 Farlex, Inc. | Feedback | For webmasters |