Personal Inferences as Warrants of Undergraduate Students' Arguments in Calculus Contexts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Roh, Kyeong Hah; Parr, Erika David; Eckman, Derek; Sellers, Morgan
Titel	Personal Inferences as Warrants of Undergraduate Students' Arguments in Calculus Contexts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; Calculus; Mathematics Instruction; Inferences; Verbal Communication; Student Attitudes; Validity; Mathematical Logic; Logical Thinking; Persuasive Discourse; Generalization; Models; Graphs + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Inference; Inferenz; Schülerverhalten; Gültigkeit; Mathematical logics; Mathematische Logik; Persuasion; Persuasive Kommunikation; Analogiemodell; Grafische Darstellung
Abstract	The purpose of this paper is to highlight issues related to students' personal inferences that arise when students verbally explain their justification for calculus statements. We conducted clinical interviews with three undergraduate students who had taken first-semester calculus but had not yet been exposed to formal proof writing activities through undergraduate mathematics courses. We analyzed these students' verbal justification of four statements, each of which described a different relationship between two quantified variables in calculus contexts. In this paper, we document students' personal inferences that were evoked in their justifications and discuss how they are similar to or different from the logical inferences that have been accepted and practiced by the mathematics community for mathematical arguments. [For the complete proceedings, see ED630210.] (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	2024/1/01