Students' Strategies for Assessing Mathematical Disjunctions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/in	Dawkins, Paul Christian
Titel	Students' Strategies for Assessing Mathematical Disjunctions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Strategies; College Mathematics; College Students; Calculus; Mathematical Concepts; Mathematics Skills; Mathematical Logic; Comparative Analysis; Educational Experiments; Problem Solving; Mathematics Activities + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Schulversuch; Problemlösen
Abstract	This paper presents results from three teaching experiments intended to guide students to reinvent truth-functional interpretations for mathematical disjunctions. The initial teaching experiments revealed that students' emergent strategies for assessing disjunctions did not entail or facilitate the development of a relevant partitioning of example space (comparable to Venn diagrams). Students were unable to form generalizable strategies for finding relevant exemplars to evaluate quantified disjunctions. The latter teaching experiment, in contrast, successfully prompted students' to attend to reference and partitioning of the referent space through an alternative instructional sequence. I set forth the methodology and findings of this study to demonstrate how conventions of mathematical logic can emerge within students' mathematical activity toward the end of their apprenticeship into proof-oriented mathematics. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01