Jargon Miscues a Student's Mathematical Thinking in an Online Proofs Course: A Reflective Study of an Email Intervention

Autor/in	Cherkas, Barry
Titel	Jargon Miscues a Student's Mathematical Thinking in an Online Proofs Course: A Reflective Study of an Email Intervention
Quelle	In: PRIMUS, 33 (2023) 2, S.186-202 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cherkas, Barry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2048930
Schlagwörter	Jargon; Mathematics Education; Thinking Skills; Online Courses; Mathematical Logic; Validity; Electronic Mail; Intervention; Miscue Analysis; College Students + Suchen Sie Ihr Suchwort? Mathematische Bildung; Denkfähigkeit; Online course; Online-Kurs; Mathematical logics; Mathematische Logik; Gültigkeit; Elektronischer Briefkasten; Collegestudent
Abstract	An online intro-to-proof course provided an unexpected opportunity for a series of email exchanges that yielded insights into one student's mathematical thinking and the ambiguous role of mathematical jargon in miscuing this student's reasoning. The jargon deals with the notation [limit value of a function], which encapsulates multiple conceptual meanings: the process of taking the limit, the question of if the limit exists, and if the limit exists, its value. As a matter of jargon, the statement [limit value of a function] = L was used in context for L to retain these multiple meanings, so L no longer represented merely a value. In computational calculus, this is of no consequence but in a course involving limit proofs, it led to confusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01