RUME 28
2026
Alexandria, Virginia
Student Perceptions of Norms Supported by Definitions in Proof-Based Courses
Page: 19
Mathematicians’ community values and norms play a vital role in shaping approaches to practice, including with respect to definitions. Mathematicians have suggested that in their instruction they portray norms related to the value of clear communication more than those related to freedom in their use of definitions, but limited work has examined what students take from instruction. Here, we examine survey responses from proof-based linear and abstract algebra courses taught by the same instructor. Results include widespread recognition of definitions’ role in supporting arguments and facilitating unambiguous communication as well as some support for mathematical doers’ agency in creating and using definitions, suggesting it is possible to portray this freedom in instruction.