This presentation will explore the findings of a peer group research project into how senior students write mathematics, why they write mathematics the way that they do, the extent to which their mathematical thinking is influenced by their writing (and vice-versa) and the extent to which it is important for students to write with precision using conventional mathematical terminology and symbolism. The rationale for the research project was to improve students' ability to respond to 'show that' questions and to find ways to alleviate persistent algebraic misconceptions and avoid what we euphemistically call 'silly mistakes' in tests and exams.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|G-32||07/12/2018||11:00 am||12:00 pm||La Trobe University||
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