In this study we utilize the notion of learner-generated examples, suggesting that examples generated by students mirror their understanding of particular mathematical concepts. In particular, we explore examples generated by a group of prospective secondary school teachers for a definition of a square. Our framework for analysis includes the categories of accessibility and correctness, richness, and generality. Results shed light on participants' understanding of what a mathematical definition should entail and, moreover, contrast their pedagogical preferences with mathematical considerations.
- Example spaces
- Learner-generated examples
- Necessary and Sufficient conditions
- Prospective teachers
- Secondary mathematics teachers
ASJC Scopus subject areas
- Mathematics (all)