First- and Second-Order Linear Difference Equations with Constant Coefficients: Suggestions for Making the Theory More Accessible

Autor/inn/en	Gencev, Marian; Šalounová, Dana
Titel	First- and Second-Order Linear Difference Equations with Constant Coefficients: Suggestions for Making the Theory More Accessible
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 7, S.1349-1372 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gencev, Marian) ORCID (Šalounová, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2022.2140081
Schlagwörter	Teaching Methods; Mathematics Instruction; Problem Solving; Geometric Concepts; Undergraduate Students; Algorithms; Questioning Techniques; Concept Formation; Rote Learning; Textbooks; Calculus + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Problemlösen; Elementare Geometrie; Algorithm; Algorithmus; Befragungstechnik; Fragetechnik; Concept learning; Begriffsbildung; Mechanisches Lernen; Textbook; Text book; Schulbuch; Lehrbuch; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	The aim of this paper is to present a teaching proposal for the theoretical part relating to the first- and second-order linear difference equations with constant coefficients suitable for the first-year students at various types of universities. In contradistinction to the methods often applied (memorization of algorithms without a proper conceptual understanding), we provide an alternative methodological way-out for lecturers that is partially based on posing suitable questions and constructing the knowledge. Our approach is therefore characterized by the minimal input knowledge imposed on students. In fact, we assume that students are acquainted only with the summation of terms of geometric sequences and with solving linear and quadratic equations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01