id: 06430668
dt: j
an: 2015c.00143
au: Koban, Lori
ti: Consequences of FOIL for undergraduates.
so: Int. J. Math. Educ. Sci. Technol. 46, No. 2, 205-222 (2015).
py: 2015
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: C35 C25 D45
ut: mnemonic; transfer between context; mathematical concepts; conceptual
understanding; attitudes
ci:
li: doi:10.1080/0020739X.2014.950706
ab: Summary: FOIL is a well-known mnemonic that is used to find the product of
two binomials. We conduct a large sample ($n= 252$) observational study
of first-year college students and show that while the FOIL procedure
leads to the accurate expansion of the product of two binomials for
most students who apply it, only half of these students exhibit
conceptual understanding of the procedure. We generalize this FOIL
dichotomy and show that the ability to transfer a mathematical property
from one context to a less familiar context is related to both
procedural success and attitude towards math.
rv: