International Electronic Journal of Mathematics Education

Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2007 - Volume 2 Issue 2, pp. 72-90
  • Published Online: 06 Jul 2007
  • Article Views: 755 | Article Download: 651
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Wilhelmi MR, Godino JD, Lacasta E. Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value. Int Elect J Math Ed. 2007;2(2), 72-90.
APA 6th edition
In-text citation: (Wilhelmi et al., 2007)
Reference: Wilhelmi, M. R., Godino, J. D., & Lacasta, E. (2007). Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value. International Electronic Journal of Mathematics Education, 2(2), 72-90.
Chicago
In-text citation: (Wilhelmi et al., 2007)
Reference: Wilhelmi, Miguel R., Juan D. Godino, and Eduardo Lacasta. "Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value". International Electronic Journal of Mathematics Education 2007 2 no. 2 (2007): 72-90.
Harvard
In-text citation: (Wilhelmi et al., 2007)
Reference: Wilhelmi, M. R., Godino, J. D., and Lacasta, E. (2007). Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value. International Electronic Journal of Mathematics Education, 2(2), pp. 72-90.
MLA
In-text citation: (Wilhelmi et al., 2007)
Reference: Wilhelmi, Miguel R. et al. "Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value". International Electronic Journal of Mathematics Education, vol. 2, no. 2, 2007, pp. 72-90.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Wilhelmi MR, Godino JD, Lacasta E. Didactic Effectiveness of Mathematical Definitions: The Case of the Absolute Value. Int Elect J Math Ed. 2007;2(2):72-90.

Abstract

Quite often a mathematical object may be introduced by a set of equivalent definitions. A fundamental question is determining the “didactic effectiveness” of the techniques for solving a kind of problem associated with these definitions; this effectiveness is evaluated by taking into account the epistemic, cognitive and instructional dimensions of the study processes. So as to provide an example of this process, in this article we study the didactic effectiveness of techniques associated with different definitions of absolute value notion. The teaching and learning of absolute value are problematic; this is proven by the amount and heterogeneity of research papers that have been published. We propose a “global” study from an ontological and semiotic point of view. 

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.