Cognitive levels and approaches taken by students failing written examinations in mathematics.
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Katherine Roegner [1]
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[1] Technical Universtiy Berlin. Germany
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- Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 32, Nº. 2, 2013, págs. 81-87
- Idioma: inglés
- DOI: 10.1093/teamat/hrt005
- Texto completo no disponible (Saber más ...)
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Resumen
A study was conducted at the Technical University Berlin involving students who twice failed the written examination in the first semester course Linear Algebra for Engineers in order to better understand the reasons behin their failure. The study considered student understanding in terms of Bloom´s taxonomy and the ways in which students approached problem solving. The results indicate that students rely on lower-order thinking processes and these processes are linked to solution approaches. Thus, by investigating solution strategies in homework sets and in classwork, an instructor can easily identify sudents at risk of not understanding at the appropriate level. In this contribution, the sudy is related to the framework set forth by the European Society for Engineering Education (SEFI) Mathematics Workin Group.
