Promoting Learning with Understanding: Introducing Languaging Exercises in Calculus Course for Engineering Students at the University Level

Autor/inn/en	Alfaro, Helen; Joutsenlahti, Jorma
Titel	Promoting Learning with Understanding: Introducing Languaging Exercises in Calculus Course for Engineering Students at the University Level
Quelle	In: LUMAT: International Journal on Math, Science and Technology Education, 8 (2020) 1, S.229-251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alfaro, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2323-7112
Schlagwörter	College Mathematics; Mathematics Instruction; Engineering Education; Calculus; College Freshmen; Learning Activities; Language; Symbolic Language; Visual Aids; Logical Thinking; Mathematics Skills; Misconceptions; Knowledge Level; Mathematical Concepts; Foreign Countries; Costa Rica + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ingenieurausbildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Studienanfänger; Lernaktivität; Languages; Sprache; Symbolsprache; Anschauungsmaterial; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Missverständnis; Wissensbasis; Ausland
Abstract	The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students' mathematical thinking and misconceptions. (As Provided).
Anmerkungen	LUMA Centre Finland. University of Helsinki. A.I. Virtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://journals.helsinki.fi/lumat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01