
06670835
j
Brandt, Jim
Lunt, Jana
Rimmasch Meilstrup, Gretchen
Mathematicians' and math educators' views on ``doing mathematics''.
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 8, 753769 (2016).
2016
Taylor \& Francis, Philadelphia, PA
EN
C25
C29
D45
D35
teacher beliefs
mathematical activities
mathematical tasks
doing mathematics
doi:10.1080/10511970.2016.1166408
Summary: Educators often argue that mathematics should be taught so that the students in the course are actually ``doing mathematics.'' Is there a consensus among mathematicians and mathematics educators as to the meaning of ``doing mathematics?'' In an effort to answer this question, we administered a survey to hundreds of universitylevel mathematics and mathematics education faculty members. Participants ranked the importance of various mathematical activities and also responded to several openended questions. Responses to the openended questions were analyzed qualitatively to identify patterns. In this paper, we discuss the patterns we observed in analyzing the survey data, with a particular focus on the similarities and differences between mathematicians and mathematics educators.