A mathematical experience involving defining processes: in-action definitions and zero-definitions

In this paper, a focus is made on defining processes at stake in an unfamiliar situation coming from discrete mathematics which brings surprising mathematical results. The epistemological framework of Lakatos is questioned and used for the design and the analysis of the situation. The cognitive background of Vergnaud’s approach enriches the study of freshmen’s processes at university. The mathematical analysis and the results specifically underscore the in-action definitions and the zero-definitions and highlight the need of similar mathematical experiences in education, particularly focused on defining processes and the exploration of a research problem.