Students’ epistemological frames and their interpretation of lectures in advanced mathematics
Genre
Pre-printDate
2017-12-15Author
Krupnik, VictoriaFukawa-Connelly, Timothy
Weber, Keith
Department
Teaching and LearningPermanent link to this record
http://hdl.handle.net/20.500.12613/6295
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https://doi.org/10.1016/j.jmathb.2017.12.001Abstract
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.Citation
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.2017.12.001Citation to related work
ElsevierHas part
Journal of Mathematical Behavior, Vol. 49, March 2018ADA compliance
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http://dx.doi.org/10.34944/dspace/6277