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    What shapes representation preferences: teaching environment versus thinking types? (2014)
    Oxford University Press
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    Publication Date: 2014-06-04
    Description: Problem-solving behaviours of students have been comprehensively considered in much research. Students’ differences in their thinking processes influence their mathematical processing. In this study, we focused on whether mathematical thinking types affect what representations they use for integrals. The participants of the study were 37 undergraduate students who were enrolled for a calculus course and were selected through a purposeful sampling technique in case study design. Data collection techniques were test, observation and interview. Tests were used to identify learners' preferred representations according to their type of thinking. Participants’ views on preferences for representations are evaluated by interviews. The data gained in the study were analysed and interpreted through a classification method and descriptive statistics. Results show that, although participants’ mathematical thinking types have some effect on their representation preferences, the participants generally preferred algebraic representation. It seems that participants’ problem-solving behaviours are more affected by teaching environment than by preferred thinking types. Other findings from the study are discussed based on the literature.
    Print ISSN: 0268-3679
    Electronic ISSN: 1471-6976
    Topics: Mathematics
    Published by Oxford University Press
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  • 2
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    Understanding students’ hierarchical thinking: a view from continuity, differentiability and integrability (2018)
    Oxford University Press
    Details
    Publication Date: 2018-03-06
    Description: This report examines how students link continuity, differentiability and integrability concepts in their mind maps within the context of hierarchical thinking. A survey research design was used to obtain a large group of participants from three different mathematics departments in Turkey. While primary data acquired with the help of the concept map were analysed using descriptive statistics, secondary data acquired by way of interviews were analysed according to their content. The findings revealed that a great majority of the participants built wrong hierarchies between these concepts. The results also show that the students’ epistemological beliefs, or their sequential learning and instrumental understanding instead of relational understanding, hinder building correct hierarchies, and some suggestions show lecturers how to effectively use concept maps and counterexamples.
    Print ISSN: 0268-3679
    Electronic ISSN: 1471-6976
    Topics: Mathematics
    Published by Oxford University Press
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    PAPER CURRENT
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