Definitional ambiguity: a case of continuous function
- Autores: Andrew Kercher, Anna Bergman, Rina Zazkis
- Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú
, Salvador Llinares Ciscar , Ángel Gutiérrez Rodríguez , Núria Planas i Raig , Vol. 3, 2022 (Research Reports Ja – Se), ISBN 978-84-1302-177-5, págs. 27-34 - Idioma: inglés
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Resumen
Definitions are an integral aspect of mathematics. In particular, they form the backbone of deductive reasoning and facilitate precision in mathematical communication. However, when an agreed-upon definition is not established, its ability to serve these purposes can be called into question. While ambiguity can be productive, the existence of multiple non-equivalent definitions for the same term can make the truth value of certain mathematical statements unclear. In this study, we asked mathematics educators to determine the truth of a definitionally ambiguous mathematical claim. Based on their responses, we identified several factors that influenced the teachers’ choice of definitions. Finally, we consider the pedagogical implications of employing such a task in teacher preparation programs.
