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.
|頁（從 - 到）||17-28|
|期刊||ZDM - International Journal on Mathematics Education|
|出版狀態||已發佈 - 2002|
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