The Structure of Conceptually-Oriented Mathematics Explanations

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Abstract/Description:

Conceptually-oriented mathematics explanations (CMEs) are understudied even though they support students' mathematical reasoning and learning. In this study, we examine the CMEs written in a university mathematics education course to identify the components and structure of CMEs. We found that CMEs are comprised of constructions and equivalences, and that students use templates of class-sanctioned definitions and processes to build validity for their CMEs.


Location: NCTM Conference, Washington DC
Presenter:

Daniel K. Siebert and Kelly Eddington, Brigham Young University