A Literature Review of Pedagogical Research on Mathematical Induction

Autor/in	Michaelson, Matthew T.
Titel	A Literature Review of Pedagogical Research on Mathematical Induction
Quelle	In: Australian Senior Mathematics Journal, 22 (2008) 2, S.57-62 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Logical Thinking; Mathematical Logic; Literature Reviews; Educational Research; Mathematics Instruction; Problems + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht; Problemsituation
Abstract	Many students experience considerable difficulties when they learn and then attempt to construct and communicate proofs of conjectures using the principle of mathematical induction. Although research on the pedagogy of mathematical induction has gained only occasional attention since the 1970s, there has been an increasing interest in this field of study in the past 10 years. In order to facilitate pedagogical research on the principle of mathematical induction and its place in the curriculum, Avital and Libeskind (1978) organized the difficulties with mathematical induction into three categories: technical, mathematical and conceptual. Accordingly, this literature review uses these categories to discuss the pedagogical issues with respect to mathematical induction. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10