Undergraduate Students' Mental Operations in Systems of Differential Equations [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p411-418.

Autor/inn/en	Whitehead, Karen; Rasmussen, Chris
Titel	Undergraduate Students' Mental Operations in Systems of Differential Equations [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p411-418.
Quelle	4 (2003), S.411-418 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; Equations (Mathematics); Calculus; Mathematics Instruction; College Mathematics; Mathematical Logic; Teaching Methods; Interviews; Mathematical Concepts + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik
Abstract	This paper reports on research conducted to understand undergraduate students' ways of reasoning about systems of differential equations (SDEs). As part of a semester long classroom teaching experiment in a first course in differential equations, we conducted task-based interviews with six students after their study of first order differential equations and prior to instruction on SDEs in order to obtain baseline data on their conceptual resources for SDEs. Interpretative analysis of the interview data generated the following three themes pertaining to student reasoning in situations dealing with SDEs. First, students used their conception of rate as a reasoning tool. Second, students used quantification as a mental operation, and third, students enacted what we call a function-variable scheme in their efforts. [For complete proceedings, see ED500860.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10