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Recognising knowledge criteria in undergraduate mathematics education

Authors
  • Bergsten, Christer
  • Jablonka, Eva
  • Ashjari, Hoda
Publication Date
Jan 01, 2012
Source
DiVA - Academic Archive On-line
Keywords
Language
English
License
Green
External links

Abstract

As part of a larger study on the transition between upper secondary and tertiarymathematics education, this paper reports findings from an investigation of therelation between the students’ understanding of the criteria for legitimate mathematicalknowledge and their achievement during the first year in their undergraduatemathematics studies. As a methodology, we used interviews in whichengineering students were given excerpts from different, more or less formal,mathematics textbooks and asked whether they could rank these texts as being“more or less mathematical” and explain why. The results of our case studyindicate differences in the students’ views that are related to their achievement. / The transition from school mathematics to university mathematics: an integrated study of a cultural gap

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