Regarding defining as a mathematical activity bridging informal to formal proof, two seventh graders will reinvent the definition of rectangles under a social and practical setting based on their informal argumentation. Their apprehensions of figures, implicit concepts/theorems and the cognitive architecture of defining are discussed in this paper.
|Number of pages||12|
|Journal||ZDM - International Journal on Mathematics Education|
|Publication status||Published - 2002 Jan 1|
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