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Norwegian Mathematics Teacher Educators' and Research Mathematicians' Views on Different Aspects of Mathematical Definitions: A Comparative Judgement Study

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Bibliographic Details
Title: Norwegian Mathematics Teacher Educators' and Research Mathematicians' Views on Different Aspects of Mathematical Definitions: A Comparative Judgement Study
Language: English
Authors: Hermund André Torkildsen, Tore A. Forbregd, David A. Reid, Shaista Kanwal (ORCID 0000-0003-4753-5013)
Source: International Journal of Science and Mathematics Education. 2025 23(7):2157-2180.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Mathematics Education, Mathematics Teachers, Teacher Educators, Teacher Researchers, Teacher Attitudes, Mathematical Concepts, Definitions, Educational Research, Ambiguity (Semantics), Mathematical Logic, Comprehension
Geographic Terms: Norway
DOI: 10.1007/s10763-024-10534-7
ISSN: 1571-0068
1573-1774
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493014
Database: ERIC
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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.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-024-10534-7