Towards a designated undergraduate students’ mathematics identity through a thinking group approach
Résumé
We present the first findings of a study on the construction of mathematics learner identity during a university-level problem-solving experience. To shed light on the impact of the activities on the student's self-perception as a mathematician and on how this influences the attitude towards mathematics, we analyse some students’ protocols from which some changes in the awareness to perceive themselves as mathematicians emerge.
Origine | Fichiers produits par l'(les) auteur(s) |
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