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Coordinating informal and formal aspects of mathematics: student behavior and textbook messages
Rutgers University, USA.
2002 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 21, no 2, 135-150 p.Article in journal (Refereed) Published
Abstract [en]

In this paper I illustrate difficulties students have coordinating informal and formal aspects of mathematics. I also discuss two ways in which precalculus and calculus textbooks treat mathematics that may make this coordination difficult: emphasizing the informal at the expense of the formal and emphasizing the formal at the expense of the informal. By looking at student difficulties in light of textbook treatments, we see evidence that student difficulties are not merely developmental. Students are not given many opportunities to make the kinds of connections which, while difficult, are an essential component of mathematical thinking.

Place, publisher, year, edition, pages
2002. Vol. 21, no 2, 135-150 p.
Keyword [en]
Informal mathematics, Formal mathematics, Precalculus textbooks, Calculus textbooks
National Category
Educational Sciences
URN: urn:nbn:se:umu:diva-30027DOI: 10.1016/S0732-3123(02)00119-0ScopusID: 2-s2.0-0036389721OAI: diva2:278966
Available from: 2009-11-30 Created: 2009-11-30 Last updated: 2015-02-05Bibliographically approved

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Sundström (Raman), Manya
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