id: 06452097
dt: a
an: 2015d.00347
au: Breen, Sinéad; O’Shea, Ann; Pfeiffer, Kirsten
ti: The use of unfamiliar tasks in first year calculus courses to aid the
transition from school to university mathematics.
so: Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of
the European Society of Research in Mathematics Education, Antalya,
Turkey, February 6‒10, 2013. Ankara: Middle East Technical University
(ISBN 978-975-429-315-9). 2316-2325 (2013).
py: 2013
pu: Ankara: Middle East Technical University
la: EN
cc: D35 C35 I15 D55
ut: conceptual understanding; first-year undergraduate students; mathematical
thinking; use of unfamiliar tasks; calculus; transition from school to
university
ci:
li:
ab: Summary: Research has shown that mathematics courses at university often
focus more on conceptual understanding than those at secondary school.
Moreover, the literature reports that the types of tasks assigned to
students affect their learning. A project was undertaken by the authors
in which tasks were designed and presented to first-year undergraduate
calculus students with the aim of promoting conceptual understanding
and developing mathematical thinking skills. Here we present data from
interviews with five students; they reported an increased emphasis on
conceptual understanding at university, and found the tasks assigned
beneficial in the development of conceptual understanding. We suggest
that unfamiliar tasks are useful in the transition from school to
university mathematics.
rv: