Recognising knowledge criteria in undergraduate mathematics education
2012 (English)In: Evaluation and comparison of mathematical achievement: Dimensions and perspectives: Proceedings of MADIF 8, Umeå, January 24-‐25, 2012 / [ed] Christer Bergsten, Eva Jablonka, Manya Raman, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012, 101-110 p.Chapter in book (Refereed)
As part of a larger study on the transition between upper secondary and tertiarymathematics education, this paper reports findings from an investigation of therelation between the students’ understanding of the criteria for legitimate mathematicalknowledge and their achievement during the first year in their undergraduatemathematics studies. As a methodology, we used interviews in whichengineering students were given excerpts from different, more or less formal,mathematics textbooks and asked whether they could rank these texts as being“more or less mathematical” and explain why. The results of our case studyindicate differences in the students’ views that are related to their achievement.
Place, publisher, year, edition, pages
Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012. 101-110 p.
, Skrifter från SMDF, ISSN 1651-3274 ; 9
undergraduate mathematics education, knowledge criteria, recognition rules
IdentifiersURN: urn:nbn:se:liu:diva-87894ISBN: 978-91-973934-8-5OAI: oai:DiVA.org:liu-87894DiVA: diva2:600805
ProjectsThe transition from school mathematics to university mathematics: an integrated study of a cultural gap
FunderSwedish Research Council, 2009-7799-71108-23