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Students’ epistemological frames and their interpretation of lectures in advanced mathematics
Krupnik, Victoria Fukawa-Connelly, Timothy Weber, Keith
Krupnik, Victoria
Fukawa-Connelly, Timothy
Weber, Keith
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Pre-print
Date
2017-12-15
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Teaching and Learning
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https://doi.org/10.1016/j.jmathb.2017.12.001
Abstract
In this paper, we present a comparative case study of two students with different epistemological frames watching the same real analysis lectures. We show that students with different epistemological frames can interpret the same lecture in different ways. These results illustrate how a student’s interpretation of a lecture is not inherently tied to the lecture, but rather depend on the student and her perspective on mathematics. Thus, improving student learning may depend on more than improving the quality of the lectures, but also changing student’s beliefs and orientations about mathematics and mathematics learning.
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G Krupnik, V., Fukawa-Connelly, T., & Weber, K. (2018). Students’ epistemological frames and their interpretation of lectures in advanced mathematics. The Journal of Mathematical Behavior, 49(2), 174-183. https://doi.org/10.1016/j.jmathb.2017.12.001
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Elsevier
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Journal of Mathematical Behavior, Vol. 49, March 2018
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