Thinking Like a Mathematician: An Example of Discovery-Based Learning

Autor/inn/en	Holton, D. A.; Thomas, M. O. J.
Titel	Thinking Like a Mathematician: An Example of Discovery-Based Learning
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 2, S.309-324 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, M. O. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1998685
Schlagwörter	Mathematics Education; Professional Personnel; Discovery Learning; Mathematics Skills; Problem Solving; Inquiry; Research Projects; Computation + Suchen Sie Ihr Suchwort? Mathematische Bildung; Personalbestand; Entdeckendes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Forschungsvorhaben
Abstract	In this paper we follow a hypothetical mathematician who is working on a problem that is eventually solved. We treat this problem as if it were difficult for the mathematician. In following the mathematician's work, we note both what she does and what she doesn't do in the process. By the latter, we consider the times when progress is not being made and how this lack of progress is resolved. The purpose here is to give some idea of how a research mathematician might approach a research level problem. We also propose that the problem under discussion is one of many problems that tertiary students can valuably tackle using a discovery-based approach as a means of using their mathematical content knowledge as well as learning to be creative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01