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:	Publisher
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

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