Literaturnachweis - Detailanzeige
| Autor/in | Camenga, Kristin A. |
|---|---|
| Titel | Acting Like a Mathematician: A Project to Encourage Inquiry Early in the Math Major |
| Quelle | In: PRIMUS, 27 (2017) 2, S.258-270 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-1970 |
| DOI | 10.1080/10511970.2016.1194342 |
| Schlagwörter | Mathematics Instruction; Inquiry; Student Attitudes; Teaching Methods; Learning Processes; Mathematics Achievement; Teacher Student Relationship; Undergraduate Students; Majors (Students); College Faculty; New York |
| Abstract | Inquiry is promoted as a way to engage students so that they learn more deeply; inquiry is also an end in itself, introducing students to the research process and the behaviors of a mathematician. This article reflects on an individual exploratory project used in a sophomore-level number theory course, examining how it supported student inquiry and integrated with departmental efforts to encourage productive mathematical dispositions. Additional attention is given to the choice of topics, focus on process rather than product, and student reflections in supporting the goal of student inquiry. (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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