id: 06670856
dt: j
an:
au: Maciejewski, Wes; Star, Jon R.
ti: Developing flexible procedural knowledge in undergraduate calculus.
so: Res. Math. Educ. 18, No. 3, 299-316 (2016).
py: 2016
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for
Research into Learning Mathematics (BSRLM)
la: EN
cc: D35 C35 D55
ut: undergraduate mathematics education; flexible procedural knowledge;
calculus education
ci:
li: doi:10.1080/14794802.2016.1148626
ab: Summary: Mathematics experts often choose appropriate procedures to produce
an efficient or elegant solution to a mathematical task. This {\it
flexible procedural knowledge} distinguishes novice and expert
procedural performances. This article reports on an intervention
intended to aid the development of undergraduate calculus studentsâ€™
flexible use of procedures. Two sections of the same course were
randomly assigned to treatment and control conditions. Treatment
students completed an assignment on which they resolved
derivative-finding problems with alternative methods and compared the
two resulting solutions. Control students were assigned a list of
functions to differentiate. On the post-intervention test, treatment
students were more likely to use a variety of solution methods without
prompting than the control. Moreover, the set of treatment section
solutions were closer to those of a group of mathematics experts. This
study presents evidence that not only is flexible procedural knowledge
a key skill in tertiary mathematics, it can be taught.
rv: