Literaturnachweis - Detailanzeige
| Autor/in | King, Samuel Olugbenga |
|---|---|
| Titel | Catalyzing Genetic Thinking in Undergraduate Mathematics Education |
| Quelle | In: Curriculum and Teaching, 31 (2016) 2, S.27-46 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0726-416X |
| DOI | 10.7459/ct/31.2.03 |
| Schlagwörter | Mathematics Instruction; College Mathematics; Undergraduate Study; Qualitative Research; Teaching Methods; Problem Solving; Guessing (Tests); Engineering; Audience Response Systems; Formative Evaluation; Semi Structured Interviews; Learning Strategies; Undergraduate Students; Learner Engagement; Foreign Countries; United Kingdom |
| Abstract | In undergraduate mathematics education, atypical problem solving approaches are usually discouraged because they are not adaptive to systematic deduction on which undergraduate instructional systems are predicated. I present preliminary qualitative research evidence that indicates that these atypical approaches, such as genetic guessing, which sometimes are instantiations of "implicit learning," often catalyze genetic thinking, the synthesis of novel insights. Consequently, I present a conceptual framework illustrating how implicit learning-based atypical problem solving approaches may enhance student engagement and learning outcomes, and catalyze genetic thinking. (As Provided). |
| Anmerkungen | James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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