Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level
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| Autores: | , |
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| Formato: | artículo original |
| Fecha de Publicación: | 2020 |
| Descripción: | The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions. |
| País: | Kérwá |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Kérwá |
| Lenguaje: | Inglés |
| OAI Identifier: | oai:kerwa.ucr.ac.cr:10669/87668 |
| Acceso en línea: | https://journals.helsinki.fi/lumat/article/view/1412 https://hdl.handle.net/10669/87668 |
| Access Level: | acceso abierto |
| Palabra clave: | languaging university mathematics teaching derivatives mathematical proficiency MATHEMATICAL MODELS MATHEMATICS EDUCATION |