RUME 28
2026
Alexandria, Virginia
Teaching Practices Supporting Students’ Awareness of Definition-Related Mathematical Norms
Page: 37
The mathematics community has a variety of standard norms of practice by which it operates, which are guided by collective values, including in the context of definitions. However, these norms and values are not always shared with students in instruction. Here we examine teaching practices that linear and abstract algebra students perceived as influencing their understanding of norms around mathematical definitions. Teaching practices in linear algebra tended to align more with instructor-centered actions whereas teaching practices in abstract algebra tended to align more with student-centered activities. Implications include the impact of homework and classroom activities on students’ perceptions, as well as the long-term use of activities seeming to be more salient in students’ perceptions of influential activities.