In this paper, we present a comparative case study of two students with different epistemological frames watching the same real analysis lectures. We show that students with different epistemological frames can interpret the same lecture in different ways. These results illustrate how a student's interpretation of a lecture is not inherently tied to the lecture, but rather depend on the student and her perspective on mathematics. Thus, improving student learning may depend on more than improving the quality of the lectures, but also changing student's beliefs and orientations about mathematics and mathematics learning.
All Science Journal Classification (ASJC) codes
- Applied Psychology
- Applied Mathematics
- Epistemological frames
- Real analysis
- Student understanding of lecture