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Autor/in | Cherkas, Barry |
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Titel | Jargon Miscues a Student's Mathematical Thinking in an Online Proofs Course: A Reflective Study of an Email Intervention |
Quelle | In: PRIMUS, 33 (2023) 2, S.186-202 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Cherkas, Barry) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2022.2048930 |
Schlagwörter | Jargon; Mathematics Education; Thinking Skills; Online Courses; Mathematical Logic; Validity; Electronic Mail; Intervention; Miscue Analysis; College Students |
Abstract | An online intro-to-proof course provided an unexpected opportunity for a series of email exchanges that yielded insights into one student's mathematical thinking and the ambiguous role of mathematical jargon in miscuing this student's reasoning. The jargon deals with the notation [limit value of a function], which encapsulates multiple conceptual meanings: the process of taking the limit, the question of if the limit exists, and if the limit exists, its value. As a matter of jargon, the statement [limit value of a function] = L was used in context for L to retain these multiple meanings, so L no longer represented merely a value. In computational calculus, this is of no consequence but in a course involving limit proofs, it led to confusion. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |