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Title: Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences
Authors: Alcock, Lara
Simpson, Adrian
Keywords: Sequences
Real analysis
Issue Date: 2017
Publisher: © Springer
Citation: ALCOCK, L. and SIMPSON, A., 2017. Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences. Educational Studies in Mathematics, 94(1), pp.5-19.
Abstract: This paper describes a study in which we investigated relationships between defining mathematical concepts|increasing and decreasing infinite sequences|explaining their meanings, and classifying consistently with formal definitions. We explored the effect of defining, explaining, or studying a definition on subsequent classification, and the effect of classifying on subsequent explaining and defining. We report that 1) student-generated definitions and explanations were highly variable in content and quality; 2) explicitly considering the meaning of the concept facilitated subsequent classification, and giving a personal definition or explanation had a greater effect than studying a given definition; 3) classifying before defining or explaining resulted in significantly poorer definitions and explanations. We discuss the implications of these results for the teaching of abstract pure mathematics, relating our discussion to existing work on the concept image/concept definition distinction and on working with examples.
Description: The final publication is available at Springer via http://dx.doi.org/10.1007/s10649-016-9709-4
Version: Accepted for publication
DOI: 10.1007/s10649-016-9709-4
URI: https://dspace.lboro.ac.uk/2134/21240
Publisher Link: http://dx.doi.org/10.1007/s10649-016-9709-4
ISSN: 0013-1954
Appears in Collections:Published Articles (Mathematics Education Centre)

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