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Elena Nardi's Amongst Mathematicians: Teaching and Learning Mathematics at PDF

By Elena Nardi

ISBN-10: 0387371419

ISBN-13: 9780387371412

ISBN-10: 0387371435

ISBN-13: 9780387371436

Among Mathematicians deals a distinct viewpoint at the ways that mathematicians understand their scholars' studying, train and think of their educating perform; additionally on how they understand the usually fragile dating among the groups of arithmetic and arithmetic education.Elena Nardi employs fictional, but solely data-grounded, characters to create a talk on those very important matters. whereas personas are created, the evidence included into their tales are in keeping with huge our bodies of knowledge together with extreme concentrated workforce interviews with mathematicians and wide analyses of scholars' written paintings. This ebook demonstrates the pedagogical strength that lies in collaborative undergraduate arithmetic schooling examine that engages mathematicians, researchers and scholars. Nardi additionally addresses the necessity for motion in undergraduate arithmetic schooling and provides a discourse for reform via demonstrating the feasibility and power of collaboration among mathematicians and arithmetic schooling researchers.Amongst Mathematicians is of curiosity to either the math and arithmetic schooling groups together with collage lecturers, instructor educators, undergraduate and graduate scholars, and researchers.

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Extra resources for Amongst Mathematicians: Teaching and Learning Mathematics at University Level

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For example, in [this question] proof by contradiction was desirable – but not explicitly requested – as was an argument within the context of matrix operations. Few student responses though matched the question setter's intentions. Instead of this neatly contextualised Method-Context (1: Contradiction - Matrix operations), the majority of students made a 'reductive' choice of another Method-Context (2: 'straight' deduction - Arithmetic of Determinants). (p59) CHAPTER 3: MATHEMATICAL REASONING 43 Student W Student WD (To start with M offers a critique of the question and its proposed answer as follows: 44 CHAPTER 3: MATHEMATICAL REASONING M: I like the lecturer’s part (iii): none of this sentences nonsense...

I have failed to locate the origin – so, with apologies, could the owner, if any, please stand up?! – but it seems to encapsulate my thinking and soul-searching at the time with regard to the direction this work was going to take. So I feel it is worth mentioning here. 16 Except Datasets 3 and 4 for which there were five Examples. CHAPTER 2: METHODOLOGY • • 25 a mini literature review and bibliography on the theme of the Dataset concluding page with thanks to the participants (and, in the case of UEA interviews, arrangements for the next interview) In the five ‘mathematical’ Datasets there were twenty two Examples and in the one ‘meta-mathematical’ Dataset there were three.

RME: Most students too did just that in fact. M: And most probably paid little attention to how this part connects with whatever you have proved in parts (i) and (ii), right? It would be interesting to ask this question with (iii) and (i) transposed. That would put the student in the A-is-notthe-zero-matrix frame of mind. In a sense there is a problem with the language of the question: the first line needs a lot of unpacking and it may even be interpreted as if the brackets referred to A. It could have been interpreted as A is in fact the nxn zero matrix.

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Amongst Mathematicians: Teaching and Learning Mathematics at University Level by Elena Nardi

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