Norwegian Mathematics Teacher Educators' and Research Mathematicians' Views on Different Aspects of Mathematical Definitions: a Comparative Judgement Study.
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| Title: | Norwegian Mathematics Teacher Educators' and Research Mathematicians' Views on Different Aspects of Mathematical Definitions: a Comparative Judgement Study. |
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| Authors: | Torkildsen, Hermund André1 (AUTHOR), Forbregd, Tore A.1 (AUTHOR), Reid, David A.2 (AUTHOR), Kanwal, Shaista2 (AUTHOR) Shaista.kanwal@uia.no |
| Source: | International Journal of Science & Mathematics Education. Oct2025, Vol. 23 Issue 7, p2157-2180. 24p. |
| Subject Terms: | *Mathematics education, *Teacher educators, *Comparative studies, *Cognition, Definitions, Mathematicians, Ambiguity |
| Abstract: | In this article we investigate the extent to which characteristics used to describe mathematical definitions in mathematics education research literature reflect what is important to research mathematicians and mathematics teacher educators. We report results from a comparative judgement survey of 57 research mathematicians and 62 mathematics teacher educators. Our results indicate that the two groups are mostly in agreement about the rankings, however, there are some differences. Research mathematicians rank most highly characteristics related to non-ambiguity and non-contradiction, while mathematics teacher educators rank characteristics related to comprehension and referential clarity as highly as characteristics related to non-ambiguity and non-contradiction. Neither group ranked minimality highly, even though this is the characteristic most often listed in the mathematics education research literature. Our study contributes towards a more consistent characterization of mathematical definitions in mathematics education research. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189055834 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Norwegian Mathematics Teacher Educators' and Research Mathematicians' Views on Different Aspects of Mathematical Definitions: a Comparative Judgement Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Torkildsen%2C+Hermund+André%22">Torkildsen, Hermund André</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Forbregd%2C+Tore+A%2E%22">Forbregd, Tore A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Reid%2C+David+A%2E%22">Reid, David A.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kanwal%2C+Shaista%22">Kanwal, Shaista</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Shaista.kanwal@uia.no</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Oct2025, Vol. 23 Issue 7, p2157-2180. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematicians%22">Mathematicians</searchLink><br /><searchLink fieldCode="DE" term="%22Ambiguity%22">Ambiguity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article we investigate the extent to which characteristics used to describe mathematical definitions in mathematics education research literature reflect what is important to research mathematicians and mathematics teacher educators. We report results from a comparative judgement survey of 57 research mathematicians and 62 mathematics teacher educators. Our results indicate that the two groups are mostly in agreement about the rankings, however, there are some differences. Research mathematicians rank most highly characteristics related to non-ambiguity and non-contradiction, while mathematics teacher educators rank characteristics related to comprehension and referential clarity as highly as characteristics related to non-ambiguity and non-contradiction. Neither group ranked minimality highly, even though this is the characteristic most often listed in the mathematics education research literature. Our study contributes towards a more consistent characterization of mathematical definitions in mathematics education research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189055834 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-024-10534-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 2157 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Cognition Type: general – SubjectFull: Definitions Type: general – SubjectFull: Mathematicians Type: general – SubjectFull: Ambiguity Type: general Titles: – TitleFull: Norwegian Mathematics Teacher Educators' and Research Mathematicians' Views on Different Aspects of Mathematical Definitions: a Comparative Judgement Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Torkildsen, Hermund André – PersonEntity: Name: NameFull: Forbregd, Tore A. – PersonEntity: Name: NameFull: Reid, David A. – PersonEntity: Name: NameFull: Kanwal, Shaista IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 23 – Type: issue Value: 7 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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