It takes me longer, but I understand better' - student feedback on structured derivations

• Autores: Ralph-Johan Back, Linda Mannila, Solveig Wallin
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 41, Nº. 5, 2010, págs. 575-593
• Idioma: inglés
• DOI: 10.1080/00207391003605221
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• Resumen

  • In this article, we present the results from a qualitative study on students' initial reactions to the use of structured derivations in mathematics education. Our findings suggest that the approach increases the clarity of solutions and facilitates debugging of proofs. It also has potential to increase students' self-perceived level of understanding. Our findings indicate that the main drawbacks experienced by the students are related to time and length. Nevertheless, the overall feedback on the approach was found to be positive, thus encouraging further use of structured derivations in mathematics education.