Abstract
Definitions are of critical importance in both mathematics and mathematics learning. Online dictionaries have become a commonly used resource for students and teachers seeking mathematical definitions. In this context, it is important to examine how mathematical concepts are defined and presented in such publicly accessible platforms. Given its longstanding presence and widespread use, the U.S.-based Merriam Webster Dictionary was selected for the current study. We examined the definitions of quadrilaterals provided in both the default (Primary) section and the Student Dictionary for Kids. The results indicated that the definitions in the “Kids Definition” section were generally longer and often included superfluous information compared to those in the “Primary” section. Among the special quadrilaterals presented, most were defined in relation to one another, supporting a structure that allows for the identification of subsets within broader quadrilateral types.
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