id: 06670841
dt: j
an:
au: Breen, Sinéad; O’Shea, Ann
ti: Threshold concepts and undergraduate mathematics teaching.
so: PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 9, 837-847
(2016).
py: 2016
pu: Taylor \& Francis, Philadelphia, PA
la: EN
cc: D35 D45
ut: threshold concepts; course design
ci:
li: doi:10.1080/10511970.2016.1191573
ab: Summary: Traditionally, many undergraduate mathematics courses have been
defined in terms of mathematical content and the techniques in which
students should become proficient or theorems they should be able to
prove. This can result in a reliance on shallow or rote learning by
students, despite the fact that the main goal of a mathematics lecturer
is usually to foster mathematical understanding in their students. In
contrast, it is suggested that placing an emphasis on the threshold
concepts involved in a course can enable teachers and students to focus
on what is fundamental to the study and mastery of their subject.
rv: