CAREER: Developing Frameworks for Student Mathematical Reasoning: The Case of the Undergraduate Transition Courses

职业：开发学生数学推理框架：本科生过渡课程案例

• 批准号: 0093494
• 负责人: Michelle Zandieh
• 金额: --
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-15 至 2008-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0093494&HistoricalAwards=false
• 关键词: CAREER; Developing; Frameworks; Student; Mathematical

The objective of this project is to develop research based frameworks for understanding the mathematical reasoning of students enrolled in "transition" mathematics courses at the college level, that focus on the introductory aspects of mathematical logic, and proof (e.g., Linear Algebra). This study of student reasoning will look at issues associated with student justification and explanation as they relate to students learning of proof. Further, the researcher will investigate the progressive mathematization of students, as these students struggle intellectually with notions of symbolism and definition in the context of mathematical proof.

这个项目的目标是开发基于研究的框架，以理解注册在大学水平上的“过渡”数学课程的学生的数学推理，侧重于数学逻辑和证明的入门方面(例如，线性代数)。这项关于学生推理的研究将着眼于与学生辩解和解释相关的问题，因为它们与学生学习证明有关。此外，研究人员将调查学生的逐步数学化，因为这些学生在数学证明的背景下，在智力上与符号和定义的概念作斗争。