Early Error Detection: An Action-Research Experience Teaching Vector Calculus

Autor/inn/en	Añino, María Magdalena; Merino, Gabriela; Miyara, Alberto; Perassi, Marisol; Ravera, Emiliano; Pita, Gustavo; Waigandt, Diana
Titel	Early Error Detection: An Action-Research Experience Teaching Vector Calculus
Quelle	In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 3, S.378-395 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.837522
Schlagwörter	Action Research; Foreign Countries; College Students; Mathematical Concepts; Mathematics Instruction; Calculus; Active Learning; Student Participation; Computer Uses in Education; Teaching Methods; Error Patterns; Problem Solving; Logical Thinking; Engineering; Peer Teaching; Reports; Academic Achievement; Comparative Analysis; Student Surveys; Student Attitudes; Instructional Effectiveness; Argentina + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Collegestudent; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp; Problemlösen; Maschinenbau; Peer group teaching; Peer Group Teaching; Abschlussbericht; Berichten; Schulleistung; Schülerbefragung; Schülerverhalten; Unterrichtserfolg; Argentinien
Abstract	This paper describes an action-research experience carried out with second year students at the School of Engineering of the National University of Entre Ríos, Argentina. Vector calculus students played an active role in their own learning process. They were required to present weekly reports, in both oral and written forms, on the topics studied, instead of merely sitting and watching as the teacher solved problems on the blackboard. The students were also asked to perform computer assignments, and their learning process was continuously monitored. Among many benefits, this methodology has allowed students and teachers to identify errors and misconceptions that might have gone unnoticed under a more passive approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10