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    Threshold concepts and undergraduate mathematics teaching


    Breen, Sinead and O'Shea, Ann (2016) Threshold concepts and undergraduate mathematics teaching. PRIMUS, 26 (9). pp. 837-847. ISSN 1051-1970

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    Abstract

    Traditionally, many undergraduate mathematics courses have been defined in terms of mathematical content and the techniques in which students should become proficient or theorems they should be able to prove. This can result in a reliance on shallow or rote learning by students, despite the fact that the main goal of a mathematics lecturer is usually to foster mathematical understanding in their students. In contrast, it is suggested that placing an emphasis on the threshold concepts involved in a course can enable teachers and students to focus on what is fundamental to the study and mastery of their subject.

    Item Type: Article
    Keywords: threshold concepts; course design;
    Academic Unit: Faculty of Science and Engineering > Mathematics and Statistics
    Item ID: 10086
    Identification Number: https://doi.org/10.1080/10511970.2016.1191573
    Depositing User: Dr. Ann O'Shea
    Date Deposited: 10 Oct 2018 14:01
    Journal or Publication Title: PRIMUS
    Publisher: Taylor & Francis
    Refereed: Yes
    URI:

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