Lancaster EPrints

The significance of ideas in undergraduate mathematics.

Kahn, P. E. and Anderson, J. and Austin, K. and Barnard, A. and Jagger, J. and Chetwynd, Amanda G. (1998) The significance of ideas in undergraduate mathematics. Teaching Mathematics and its Applications, 17 (2). pp. 78-85.

Full text not available from this repository.

Abstract

This study considers the extent to which students are acquiring an understanding of mathematics as a whole and of the relative significance of different parts of mathematics to that whole. Lecturers and undergraduates were asked to give five "big" ideas appropriate to the first two years of a mathematics degree, and to give reasons for their choices. The study indicates that, even after two years of undergraduate mathematics, many of the students involved had not developed such an understanding, and concludes that developing such understanding, while also maintaining high standards in students' content knowledge, will become an increasingly important challenge in the future.

Item Type: Article
Journal or Publication Title: Teaching Mathematics and its Applications
Subjects: Q Science > QA Mathematics
Departments: Faculty of Science and Technology > Mathematics and Statistics
VC's Office
ID Code: 20934
Deposited By: Prof Amanda Chetwynd
Deposited On: 04 Dec 2008 13:35
Refereed?: No
Published?: Published
Last Modified: 26 Jul 2012 15:42
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/20934

Actions (login required)

View Item