A First-Person Perspective on Problem Solving in a History of Mathematics Course.
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| Title: | A First-Person Perspective on Problem Solving in a History of Mathematics Course. |
|---|---|
| Authors: | McGinn, Michelle K.1, Boote, David N.2 |
| Source: | Mathematical Thinking & Learning. 2003, Vol. 5 Issue 1, p71-107. 37p. 3 Diagrams, 3 Charts. |
| Subject Terms: | *Problem solving, *Mathematics education |
| Abstract: | Although problem solving is one of the most studied areas of mathematics education, researchers have not systematically studied the experiences of problem solvers. This article provides a first-person perspective on problem solving in an undergraduate History of Mathematics course. The authors officially enrolled in a course to document problem-solving experiences. Through this self-study, this article highlights social and material resources for problem solving. Based on personal experiences, the authors generalize 4 primary factors that affected perceptions of problem difficulty in the course: categorization, interpretation, resource relevance, and complexity. The personal perceptions of problem difficulty were also influenced by the interrelatedness of these 4 factors over time, which is called stabilization. The detailed analyses of resources for problem solving and the descriptive theory of problem difficulty from the authors' perspectives as problem solvers complement cognitive and situative analyses of problem solving. [ABSTRACT FROM AUTHOR] |
| Copyright of Mathematical Thinking & Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 8828668 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=8828668 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1207/S15327833MTL0501_03 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 37 StartPage: 71 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Mathematics education Type: general Titles: – TitleFull: A First-Person Perspective on Problem Solving in a History of Mathematics Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McGinn, Michelle K. – PersonEntity: Name: NameFull: Boote, David N. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2003 Type: published Y: 2003 Identifiers: – Type: issn-print Value: 10986065 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: Mathematical Thinking & Learning Type: main |
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