In this paper we propose a refinement of Michener’s (1978) well-known example classification based on data from university mathematicians. The refinement takes into account the mathematician’s perspective on the role of examples in doing mathematics. More specifically, our work provides insight into the ways in which mathematicians talk about using examples in their scholarly work and their work with students. The proposed classification has the potential to inform our work as teachers as we strive to create opportunities to engage students in authentic mathematical work.
This document was originally published in PMENA-37: Proceedings Thirty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education by the Psychology of Mathematics Education - North American Chapter (PME-NA). Copyright restrictions may apply
Available at: http://works.bepress.com/laurie_cavey/19/