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Approaches to learning mathematics - differences between beginning and experienced university students
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik..
Chalmers University of Technology/University of Gothenburg.
KTH Royal Institute of Technology..
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-1535-873X
2013 (English)In: Proceedings of the Eight Congress of the European Society for Research in Mathematics Education. / [ed] Behiye Ubuz, Cigdem Haser, Maria Alessandra Mariotti, European Society for Research in Mathematics Education, 2013, 2436-2445 p.Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we report on an on-going quantitative study of students’ transition from school to university mathematics. The study aims at examining differences between beginners and experienced students’ approaches to learning mathematics. Students were given questionnaires in the beginning and at the end of their first year at university. The results were summarized with descriptive and interferential statistics. The results show that beginners rely heavily on the teacher, while experienced students re-orient themselves from the teacher to other kinds of mathematical resources, for example peers and Internet based resources

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2013. 2436-2445 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-135605ISBN: 978-975-429-315-9 (electronic)OAI: oai:DiVA.org:umu-135605DiVA: diva2:1104196
Conference
Eighth Congress of European Research in Mathematics Education (CERME 8)
Available from: 2017-05-31 Created: 2017-05-31 Last updated: 2017-06-12Bibliographically approved

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