Group Theory Students' Perceptions of Binary Operation

Autor/inn/en	Melhuish, Kathleen; Ellis, Brittney; Hicks, Michael D.
Titel	Group Theory Students' Perceptions of Binary Operation
Quelle	In: Educational Studies in Mathematics, 103 (2020) 1, S.63-81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melhuish, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-09925-3
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Concept Formation; Computation; Abstract Reasoning; Student Attitudes; Figurative Language; Algebra + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Abstraktes Denken; Denken; Schülerverhalten
Abstract	Binary operations are one of the fundamental structures underlying our number and algebraic systems. Yet, researchers have often left their role implicit as they model student understanding of abstract structures. In this paper, we directly analyze students' perceptions of the general binary operation via a two-phase study consisting of task-based surveys and interviews. We document what attributes of binary operation group theory students perceive as critical and what types of metaphors students use to convey these attributes. We found that many students treat superficial features as critical (such as element-operator-element formatting) and do not always perceive critical features as essential (such as the binary attribute). Further, these attributes were communicated across three metaphor categories: arithmetic-related, function-related, and organization-related. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01