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Dawkins, Paul Christian – For the Learning of Mathematics, 2019
This paper sets forth a construct that describes how many undergraduate students understand mathematical terms to refer to mathematical objects, namely that they only refer to those objects that satisfy the term. I call this students' pronominal sense of reference (PSR) because it means they treat terms as pronouns that point to objects, like…
Descriptors: Mathematics Instruction, Calculus, College Mathematics, Undergraduate Students
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Brown, Stacy – For the Learning of Mathematics, 2019
Recognizing identity not only as an important educational outcome but also as being inter-related to students' knowledge and practice, this paper explores an affordance of proof scripts; exploring students' identities. Specifically, drawing on data from teaching experiments and the construct of perceptual ambiguity, this paper presents an analysis…
Descriptors: Mathematical Logic, Validity, Mathematics Instruction, College Mathematics
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Kontorovich, Igor' – For the Learning of Mathematics, 2018
How do students cope with and make sense of polysemy in mathematics? Zazkis (1998) tackled these questions in the case of 'divisor' and 'quotient'. When requested to determine the quotient in the division of 12 by 5, some of her pre-service teachers operated in the domain of integers and argued for 2, while others adhered to rational numbers and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Arithmetic
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Reinholz, Daniel L.; Gillingham, Denny – For the Learning of Mathematics, 2017
Prior learning provides the basis for new learning. Mathematics educators employ formative assessment to "elicit" and "use" student thinking as the foundation of their instruction. Yet, information can be elicited and used in a variety of ways, so not all formative assessment is equally "formative." This means that…
Descriptors: College Students, Student Evaluation, Mathematics Tests, Formative Evaluation
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Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye – For the Learning of Mathematics, 2016
Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…
Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Attitudes
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McChesney, Jane; Wilson, Susanna – For the Learning of Mathematics, 2016
Two mathematics teacher educators describe their responses during a year disrupted by a serious earthquake and the ongoing effects on students and staff. We discuss our pedagogical responses to unforeseen changes in courses and in students' lives, including the re-calibrating of social relationships. We describe our work in a postgraduate course…
Descriptors: Mathematics Education, Natural Disasters, Graduate Study, Educational Change
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Ribeiro, Miguel; Mellone, Maria; Jakobsen, Arne – For the Learning of Mathematics, 2016
We present excerpts from a research project initially focused on the inquiry and the development of prospective teachers' mathematical knowledge. The research started from the design of a particular task for prospective teachers built onto the request to interpret pupils' answers suitably selected. The focus of inquiry has gradually changed to…
Descriptors: Mathematics Education, Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge
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Zazkis, Dov – For the Learning of Mathematics, 2015
Personification is the attribution of human qualities to non-human entities. The method of eliciting personification, which requires participants to attribute human qualities to non-human entities, takes advantage of a naturally occurring means through which (some) people discuss the emotional relationship they have with those entities. Eliciting…
Descriptors: Mathematics Education, Attribution Theory, Identification (Psychology), Preservice Teachers
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Dawkins, Paul Christian – For the Learning of Mathematics, 2014
This paper demonstrates how questions of "provability" can help students engaged in reinvention of mathematical theory to understand the axiomatic game. While proof demonstrates how conclusions follow from assumptions, "provability" characterizes the dual relation that assumptions are "justified" when they afford…
Descriptors: Mathematical Logic, Teaching Methods, College Mathematics, Mathematical Concepts
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Lockwood, Elise – For the Learning of Mathematics, 2014
In this article, I present the notion of a set-oriented perspective for solving counting problems that emerged during task-based interviews with postsecondary students. Framing the findings within Harel's "ways of thinking", I argue that students may benefit from this perspective, in which they view attending to sets of outcomes as…
Descriptors: Mathematics Instruction, Number Concepts, Postsecondary Education
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Neumayer-Depiper, Jill – For the Learning of Mathematics, 2013
Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…
Descriptors: Mathematics Teachers, Professional Identity, Teacher Education, Preservice Teachers
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Beaugris, Louis M. – For the Learning of Mathematics, 2013
In his "Proofs and Refutations," Lakatos identifies the "Primitive Conjecture" as the first stage in the pattern of mathematical discovery. In this article, I am interested in ways of reaching the "Primitive Conjecture" stage in an undergraduate classroom. I adapted Realistic Mathematics Education methods in an…
Descriptors: Mathematics Instruction, Algebra, College Mathematics, Observation
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Andra, Chiara – For the Learning of Mathematics, 2013
Starting from an interest in the teachers' use of diagrams and gestures during a traditional front lesson at tertiary level, this research takes a narratologic perspective to see a mathematical lesson as a story, and hence the students' notes as re-tellings of a mathematical story. The first minutes of a traditional mathematics lecture…
Descriptors: Mathematics Instruction, Teaching Methods, College Mathematics, Lecture Method
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Larson, Christine; Zandieh, Michelle – For the Learning of Mathematics, 2013
Many of the central ideas in an introductory undergraduate linear algebra course are closely tied to a set of interpretations of the matrix equation Ax = b (A is a matrix, x and b are vectors): linear combination interpretations, systems interpretations, and transformation interpretations. We consider graphic and symbolic representations for each,…
Descriptors: Algebra, College Mathematics, Mathematics Instruction, Introductory Courses
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D'Ambrosio, Beatriz; Kastberg, Signe – For the Learning of Mathematics, 2012
This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…
Descriptors: Preservice Teachers, Mathematics Teachers, Preservice Teacher Education, Teaching Methods
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