Farid, A. (2016). Supporting discursive shifts toward mathematical defining.

In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education – Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 7, “Mathematical processes”, pp. 701). Tucson, AZ: University of Arizona.

The practice of defining differs across academic and non-academic discursive genres. As a result, students often have trouble formulating, interpreting, and using definitions in mathematical proof and problem solving. This design-based research project evaluated the conjecture that under appropriate conditions students could be steered to leverage naturalistic discursive practices in generating mathematical definitions. Specifically, I examined for learning effects of a dyadic game-based activity requiring the resolution of ambiguity in reference.