EDUC4105

The idea of definitions is conducive to the topic of Geometry, paved by the work of Euclid. The language needed for good definitions is subtle and it is a good exercise for students to create definitions of familiar Mathematical objects to illustrate the difficulty involved and also learn about the nature of Mathematics.

The reasoning required of students to compile a definition can serve as a lead in to discussion of the need for axioms and a basis for developing Mathematical theorems and proofs. Jamison refers to university classes where Mathematical jargon is expected (for all, if…then), but for the context of secondary school, in the exercise it would be just as beneficial for students, while still using correct terminology, to use familiar everyday language instead.

I’m not 100% sure about the need for a procedure required for a definition as students will have presumably seen an English dictionary and have a resonable understanding of what a definition is. I think it might be better to place the emphasis on correct, unambiguous definitions rather than nitpick about ‘good’ definitions if this language exercise was applied to a high school context.