A Framework for Characterizing Students' Thinking about Logical Statements and Truth Tables

Autor/inn/en	Hawthorne, Casey; Rasmussen, Chris
Titel	A Framework for Characterizing Students' Thinking about Logical Statements and Truth Tables
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 3, S.337-353 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2014.979895
Schlagwörter	College Students; Logical Thinking; Mathematical Logic; Abstract Reasoning; Computation; Algebra; Validity; Coding; Mathematical Concepts; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Collegestudent; Mathematical logics; Mathematische Logik; Abstraktes Denken; Denken; Gültigkeit; Codierung; Programmierung
Abstract	While a significant amount of research has been devoted to exploring why university students struggle applying logic, limited work can be found on how students actually make sense of the notational and structural components used in association with logic. We adapt the theoretical framework of unitizing and reification, which have been effectively used to explain the types of integrated understanding required to make sense of symbols involved in numerical computation and algebraic manipulation, to investigate students' conceptualizations of truth tables and implication statements. We put forth a two-dimensional space consisting of two continua as a framework to analyse the degree to which students' thinking is compartmentalized or unified. Results indicate that students tend to treat the constituent pieces that make up these mechanisms independently without an understanding of each as a whole or an integrated view of the two together. This fragmented treatment is contrasted with the instructor's unified view of both truth tables and implication statements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01