A Study of Creative Reasoning Opportunities in Assessments in Undergraduate Calculus Courses

Autor/inn/en	Mac an Bhaird, Ciarán; Nolan, Brien C.; O'Shea, Ann; Pfeiffer, Kirsten
Titel	A Study of Creative Reasoning Opportunities in Assessments in Undergraduate Calculus Courses
Quelle	In: Research in Mathematics Education, 19 (2017) 2, S.147-162 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2017.1318084
Schlagwörter	Creative Thinking; Thinking Skills; Calculus; College Freshmen; Educational Opportunities; Specialization; Summative Evaluation; Task Analysis; Classification; Performance Factors; Educational Practices; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Kreatives Denken; Denkfähigkeit; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Studienanfänger; Bildungsangebot; Bildungschance; Arbeitsteilige Spezialisierung; Aufgabenanalyse; Classification system; Klassifikation; Klassifikationssystem; Leistungsindikator; Bildungspraxis; Ausland; Irland
Abstract	In this article we present the findings of a research study which investigated the opportunities for creative reasoning (CR) made available to first year undergraduate students in assessments. We compared three first year calculus courses across two Irish universities using Lithner's framework. This framework sets apart imitative reasoning (IR) (analogous to rote learning and mimicry of algorithms) and CR (which includes plausible mathematically-founded arguments). We report on the differences between reasoning opportunities in specialist and non-specialist courses and compare our findings with those of other similar projects. In addition, we will provide a critical reflection on Lithner's framework as a method for classifying tasks in calculus courses and suggest a modification. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01