Building Conceptual Understanding in Precalculus.
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| Title: | Building Conceptual Understanding in Precalculus. |
|---|---|
| Authors: | Greene, Mairead1 mairead.greene@rockhurst.edu, Shorter, Paula1 paula.shorter@rockhurst.edu |
| Source: | Transformative Dialogues: Teaching & Learning Journal. Dec2012, Vol. 6 Issue 2, p1-16. 16p. |
| Subject Terms: | *Concept learning, *Memorization, *Learning ability, Precalculus, Mathematical formulas |
| Abstract: | The authors discuss their attempts to produce "conceptual understanding" in a university-level precalculus course and the challenges it presented. The authors first discuss the importance of building understanding of math concepts and moving students away from memorization of formulas and provide examples of the types of problems students are asked to confront. Results of surveys show that students are initially uncomfortable with this approach as it violates their expectations about "what math is." The authors discuss their challenges with finding ways to assess this form of complex reasoning and how best to partner with students to enhance their learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries 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 | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 95251816 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Building Conceptual Understanding in Precalculus. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Greene%2C+Mairead%22">Greene, Mairead</searchLink><relatesTo>1</relatesTo><i> mairead.greene@rockhurst.edu</i><br /><searchLink fieldCode="AR" term="%22Shorter%2C+Paula%22">Shorter, Paula</searchLink><relatesTo>1</relatesTo><i> paula.shorter@rockhurst.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Transformative+Dialogues%3A+Teaching+%26+Learning+Journal%22">Transformative Dialogues: Teaching & Learning Journal</searchLink>. Dec2012, Vol. 6 Issue 2, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+ability%22">Learning ability</searchLink><br /><searchLink fieldCode="DE" term="%22Precalculus%22">Precalculus</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+formulas%22">Mathematical formulas</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The authors discuss their attempts to produce "conceptual understanding" in a university-level precalculus course and the challenges it presented. The authors first discuss the importance of building understanding of math concepts and moving students away from memorization of formulas and provide examples of the types of problems students are asked to confront. Results of surveys show that students are initially uncomfortable with this approach as it violates their expectations about "what math is." The authors discuss their challenges with finding ways to assess this form of complex reasoning and how best to partner with students to enhance their learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=95251816 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.59236/td2012vol6iss21385 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Concept learning Type: general – SubjectFull: Memorization Type: general – SubjectFull: Learning ability Type: general – SubjectFull: Precalculus Type: general – SubjectFull: Mathematical formulas Type: general Titles: – TitleFull: Building Conceptual Understanding in Precalculus. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Greene, Mairead – PersonEntity: Name: NameFull: Shorter, Paula IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 19180853 Numbering: – Type: volume Value: 6 – Type: issue Value: 2 Titles: – TitleFull: Transformative Dialogues: Teaching & Learning Journal Type: main |
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