Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| College Mathematics | 3 |
| Foreign Countries | 3 |
| Mathematical Logic | 3 |
| Validity | 3 |
| Eye Movements | 2 |
| Teaching Methods | 2 |
| Undergraduate Students | 2 |
| Algebra | 1 |
| College Freshmen | 1 |
| Comprehension | 1 |
| Computer Assisted Instruction | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| United Kingdom | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkThoma, Athina; Nardi, Elena – International Journal of Research in Undergraduate Mathematics Education, 2018
We explore the transition from school to university through a commognitive (Sfard 2008) analysis of twenty-two students' examination scripts from the end of year examination of a first year, year-long module on Sets, Numbers, Proofs and Probability in a UK mathematics department. Our analysis of the scripts relies on a preliminary analysis of the…
Descriptors: Secondary School Mathematics, College Mathematics, Foreign Countries, Mathematical Concepts
Hodds, Mark; Alcock, Lara; Inglis, Matthew – Journal for Research in Mathematics Education, 2014
In this article we report 3 experiments demonstrating that a simple booklet containing self-explanation training, designed to focus students' attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension. Experiment 1 demonstrated that students who received the training generated higher quality…
Descriptors: Validity, Mathematical Logic, Mathematics Instruction, Logical Thinking
Inglis, Matthew; Alcock, Lara – Journal for Research in Mathematics Education, 2012
A comparison of the proof validation behavior of beginning undergraduate students and research-active mathematicians is explored. Participants' eye movements were recorded as they validated purported proofs. The main findings are that (a) contrary to previous suggestions, mathematicians sometimes appear to disagree about the validity of even short…
Descriptors: Undergraduate Students, Eye Movements, Mathematics Education, Mathematical Logic
