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Students’ views of example generation tasks tasks

Breen, Sinéad, O'Shea, Ann orcid logoORCID: 0000-0001-8504-2290 and Pfeiffer, Kirsten (2016) Students’ views of example generation tasks tasks. Teaching Mathematics and its Applications: An International Journal of the IMA, 35 (1). pp. 27-40. ISSN 0268-3679

Abstract
We report here on students’ views of example generation tasks assigned to them in two first year undergraduate Calculus courses. The design and use of such tasks was undertaken as part of a project which aimed to afford students opportunities to develop their thinking skills and their conceptual understanding. In interviews with ten students, we found that on the whole they viewed the example generation tasks as unfamiliar and sometimes difficult, but also as beneficial for promoting conceptual understanding and independent thinking. In addition, some students characterized these tasks as ‘the backwards ones’.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:task design; example generation; conceptual understanding.
Subjects:Social Sciences > Education
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Science and Health > School of Mathematical Sciences
Research Initiatives and Centres > Center for the Advancement of Science Teaching and Learning (CASTeL)
Publisher:Oxford University Press
Official URL:https://doi.org/10.1093/teamat/hrv017
Copyright Information:© 2013 Oxford University Press
Funders:National Academy for Integration of Research, Teaching and Learning
ID Code:29022
Deposited On:14 Sep 2023 14:47 by Sinead Breen . Last Modified 19 Jan 2024 16:11
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