Convergence of Sequences and Series 2: Interactions Between Nonvisual Reasoning and the Learner?s Beliefs about their own Role Export

@article{XX2005, abstract = {This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce definitions appropriately and work with them competently, to those who cannot recall definitions and appear to manipulate notation without regard for its reference. It presents a theory that relates the differences to students’ expectations regarding their role as learners of mathematics. Throughout, the argument is illustrated with interview data from which the theory was inductively generated.}, author = {Alcock, Lara and Simpson, Adrian}, citeulike-article-id = {378188}, citeulike-linkout-0 = {http://www.swetswise.com/eAccess/viewFulltext.do?articleID=23283789 file:///C:/PhD/papers/Alcock/ESM05.pdf}, journal = {Educational Studies in Mathematics}, keywords = {advanced, analysis, beliefs, bibtex-import, convergence, definitions, mathematical, need, proof, read, real, reasoning, representations, sequences, series, symbolic, thinking}, number = {1}, posted-at = {2005-11-02 15:45:29}, priority = {2}, title = {Convergence of Sequences and Series 2: Interactions Between Nonvisual Reasoning and the Learner?s Beliefs about their own Role}, url = {http://www.swetswise.com/eAccess/viewFulltext.do?articleID=23283789 file:///C:/PhD/papers/Alcock/ESM05.pdf}, volume = {58}, year = {2005} }

TY - JOUR ID - XX2005 L3 - citeulike-article-id:378188 N2 - This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce definitions appropriately and work with them competently, to those who cannot recall definitions and appear to manipulate notation without regard for its reference. It presents a theory that relates the differences to students’ expectations regarding their role as learners of mathematics. Throughout, the argument is illustrated with interview data from which the theory was inductively generated. IS - 1 JF - Educational Studies in Mathematics TI - Convergence of Sequences and Series 2: Interactions Between Nonvisual Reasoning and the Learner?s Beliefs about their own Role VL - 58 KW - advanced KW - analysis KW - beliefs KW - bibtex-import KW - convergence KW - definitions KW - mathematical KW - need KW - proof KW - read KW - real KW - reasoning KW - representations KW - sequences KW - series KW - symbolic KW - thinking AU - Alcock, Lara AU - Simpson, Adrian PY - 2005/// UR - http://www.swetswise.com/eAccess/viewFulltext.do?articleID=23283789 file:///C:/PhD/papers/Alcock/ESM05.pdf ER -