How students structure their investigations and learn mathematics: Insights from a long-term study

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Abstract

This paper reports on the mathematical thinking of participants of a long-term study, now in its 17th year, who did mathematics together through their public school and early university years. In particular, it describes how fundamental ideas and images of a cohort group of students are elaborated and presented in symbolic expressions of generalized mathematical ideas while exploring problems in grades 10 and 11. From high school and university interview data, we learn from participants how they viewed their mathematical activity in structuring their investigations and justifying their solutions.

Original languageEnglish (US)
Pages (from-to)1-14
Number of pages14
JournalJournal of Mathematical Behavior
Volume24
Issue number1
DOIs
StatePublished - 2005

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Psychology
  • Applied Mathematics

Keywords

  • High school
  • Longitudinal study
  • Mathematics learning
  • Problem solving
  • Proof

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