Monomials and Polynomials: The Long March towards a Definition

Autor/inn/en	Bolondi, Giorgio; Ferretti, Federica; Maffia, Andrea
Titel	Monomials and Polynomials: The Long March towards a Definition
Quelle	In: Teaching Mathematics and Its Applications, 39 (2020) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hry015
Schlagwörter	Algebra; Mathematical Formulas; Definitions; High Schools; Secondary School Mathematics; Textbook Content; Educational Research; Research Problems + Suchen Sie Ihr Suchwort? Mathematische Formel; Begriffsbestimmung; High school; Oberschule; Lehrbuchtext; Bildungsforschung; Pädagogische Forschung; Forschungskritik
Abstract	The process of pairing a name with representations or peculiar properties permeates many mathematics classroom situations. In school, many practices go under the label 'definition', even though they can be very different from what mathematicians conceive as a formal definition, and in fact there are substantial differences between these different kinds of practices. This can create difficulties for pupils, since they may encounter non-coherent definitions of the same thing. Features of these schemes are exemplified through the analysis of some algebra high school textbooks, looking at the proposed 'definitions' of monomials and polynomials. We show how all these definition schemes are used in textbooks. Starting from the observed differences, we highlight some educational research problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01