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The role of mathematical context in evaluating conditional statements
conference contribution
posted on 2011-07-07, 08:34 authored by Matthew InglisMatthew Inglis, Adrian SimpsonRecently 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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School
- 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.Publisher
International Group for the Psychology of Mathematics Education (© The author)Version
- VoR (Version of Record)
Publication date
2006Notes
This is a conference paper.Publisher version
Language
- en
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