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dc.contributor.authorDickerson, David S.
dc.contributor.authorPitman, Damien J.
dc.date.accessioned2016-07-06T23:16:05Z
dc.date.available2016-07-06T23:16:05Z
dc.date.issued2016-03
dc.identifier.citationDickerson, David S. , and Damien J. Pitman. "An examination of college mathematics majors’ understandings of their own written definitions." The Journal of Mathematical Behavior 41 (March 2016): 1-9. DOI:10.1016/j.jmathb.2015.11.001.en_US
dc.identifier.issn0732-3123
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9917
dc.description.abstractThis qualitative study of ten undergraduate mathematics majors examined students' abilities to write definitions and found that students at the advanced level of undergraduate mathematical study have difficulty creating definitions that conform to their concept images or to accepted definitions of basic concepts. This is due in part to (1) failure to consider key examples when writing definitions, (2) weak concept images for the concept in question, and (3) vague concept images for related concepts. The results of this study have implications for secondary-level and college-level mathematics instruction.en_US
dc.titleAn examination of college mathematics majors' understandings of their own written definitionsen_US
dc.typeArticleen_US
mus.citation.extentfirstpage1en_US
mus.citation.extentlastpage9en_US
mus.citation.journaltitleJournal of Mathematical Behavioren_US
mus.citation.volume41en_US
mus.identifier.categoryPhysics & Mathematicsen_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.1016/j.jmathb.2015.11.001en_US
mus.relation.collegeCollege of Letters & Scienceen_US
mus.relation.departmentMathematical Sciences.en_US
mus.relation.universityMontana State University - Bozemanen_US


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