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    A study of creative reasoning opportunities in assessments in undergraduate calculus courses


    Mac an Bhaird, Ciaran and Nolan, Brien C. and O'Shea, Ann and Pfeiffer, Kirsten (2017) A study of creative reasoning opportunities in assessments in undergraduate calculus courses. Research in Mathematics Education, 19 (2). pp. 147-162. ISSN 1479-4802

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    Abstract

    In this article we present the findings of a research study which investigated the opportunities for creative reasoning (CR) made available to first year undergraduate students in assessments. We compared three first year calculus courses across two Irish universities using Lithner’s framework. This framework sets apart imitative reasoning (IR) (analogous to rote learning and mimicry of algorithms) and CR (which includes plausible mathematically-founded arguments). We report on the differences between reasoning opportunities in specialist and non-specialist courses and compare our findings with those of other similar projects. In addition, we will provide a critical reflection on Lithner’s framework as a method for classifying tasks in calculus courses and suggest a modification.

    Item Type: Article
    Keywords: Reasoning opportunities; summative assessment; calculus tasks;
    Academic Unit: Faculty of Science and Engineering > Mathematics and Statistics
    Item ID: 11625
    Identification Number: https://doi.org/10.1080/14794802.2017.1318084
    Depositing User: Dr. Ann O'Shea
    Date Deposited: 06 Nov 2019 12:34
    Journal or Publication Title: Research in Mathematics Education
    Publisher: Taylor & Francis (Routledge)
    Refereed: Yes
    URI:

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