Teachers' knowledge of the nature of definitions: The case of the zero exponent

Esther Levenson*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This paper focuses on three junior high school mathematics teachers and their knowledge of the nature of definitions. The mathematical context of exponentiation is used as a springboard for discussing two aspects of definitions: their corresponding domains and the distinction and relationships between definitions, proofs, and theorems. Through interviews it was shown that some teachers are not aware that definitions and domains are intrinsically connected and some teachers believe that definitions may be proved. Findings also indicate that knowledge of the nature of definitions may be dependent on the context.

Original languageEnglish
Pages (from-to)209-219
Number of pages11
JournalJournal of Mathematical Behavior
Volume31
Issue number2
DOIs
StatePublished - Jun 2012

Keywords

  • Domain
  • Exponents
  • Nature of definitions
  • Teachers' knowledge
  • Theorem

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