Convergence of Sequences and Series 2: Interactions between Nonvisual Reasoning and the Learner's Beliefs about Their Own Role

Autor/inn/en	Alcock, Lara; Simpson, Adrian
Titel	Convergence of Sequences and Series 2: Interactions between Nonvisual Reasoning and the Learner's Beliefs about Their Own Role
Quelle	In: Educational Studies in Mathematics, 58 (2005) 1, S.77-100 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-005-2813-5
Schlagwörter	Mathematics Education; Introductory Courses; Theories; Student Attitudes; Beliefs; Thinking Skills; Definitions; Mathematical Logic; Algebra + Suchen Sie Ihr Suchwort? Mathematische Bildung; Einführungskurs; Theory; Theorie; Schülerverhalten; Belief; Glaube; Denkfähigkeit; Begriffsbestimmung; Mathematical logics; Mathematische Logik
Abstract	This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce definitions appropriately and work with them competently, to those who cannot recall definitions and appear to manipulate notation without regard for its reference. It presents a theory that relates the differences to students' expectations regarding their role as learners of mathematics. Throughout, the argument is illustrated with interview data from which the theory was inductively generated. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10