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

Preview

Download (71kB) | Preview

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:	https://www.tandf.co.uk/journals/
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

Repository Staff Only(login required)

Item control page

Downloads

Origin of downloads