Author ORCID Identifier
Document Type
Article
Publication Title
Frontiers in Education
Abstract
Mathematics education research has long focused on students’ conceptual understanding, including highlighting conceptions viewed as problematic and looking for ways to develop more desirable conceptions. Nevertheless, limited research has examined how mathematicians characterize understanding of concepts and definitions or promote activities beneficial for students. Based on interviews with 13 mathematicians, we present thematic characterizations of what it means to understand a concept and definition, highlight activities mathematicians believe assist students’ learning, and examine their reasons for promoting these activities.
Results include mathematically grounded descriptions of what it means to understand a concept but general descriptions of approaching and supporting learning. Implications include a need for attending to intended meanings for “understanding” in context and how this impacts appropriate activities for developing understanding, as well as a careful examination of the extant research literature’s claims about seemingly unified notions of conceptual understanding.
DOI
https://doi.org/10.3389/feduc.2023.1284666
Publication Date
1-5-2024
Recommended Citation
Rupnow, R., & Fukawa-Connelly, T. (2024). How mathematicians characterize and attempt to develop understanding of concepts and definitions in proof-based courses. Frontiers in Education, 8, 1284666. https://doi.org/10.3389/feduc.2023.1284666
Original Citation
Rupnow, R., & Fukawa-Connelly, T. (2024). How mathematicians characterize and attempt to develop understanding of concepts and definitions in proof-based courses. Frontiers in Education, 8, 1284666. https://doi.org/10.3389/feduc.2023.1284666
Department
Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences
Sponsorship
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. Funding for publication was generously provided by Northern Illinois University’s Division of Research and Innovation Partnerships (RIPS) and the University Library.
