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The role of mathematical context in evaluating conditional statements

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conference contribution
posted on 07.07.2011 by Matthew Inglis, Adrian Simpson
Recently there has been increasing interest in the mathematics education research community about the role of logic in the teaching, learning and production of mathematics. In this paper we investigate how conditional statements are evaluated by successful mathematics students, and argue that the role of context is vital to determine the manner in which this evaluation proceeds. We use two versions of the so-called Labyrinth Task, one in it’s original context and one in an overtly mathematical context. We report results that indicates that the manner in which conditional statements are evaluated on these tasks differs depending on the context. These results are supplemented by data from a qualitative task-based interview study.
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  • Science

Department

  • Mathematics Education Centre

Citation

INGLIS, M and SIMPSON, A., 2006. The role of mathematical context in evaluating conditional statements. IN: Novotná, J. ... et al, (eds). Proceedings of 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3. PME 30: International Conference on the Psychology of Mathematics, Prague, Czech Republic, 16th-21st July, pp. 337-344.

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International Group for the Psychology of Mathematics Education (© The author)

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VoR (Version of Record)

Publication date

2006

Notes

This is a conference paper.

Language

en

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