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Title: The role of mathematical context in evaluating conditional statements
Authors: Inglis, Matthew
Simpson, Adrian
Issue Date: 2006
Publisher: International Group for the Psychology of Mathematics Education (© The author)
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.
Abstract: 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.
Description: This is a conference paper.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/8583
Publisher Link: http://igpme.gandi-site.net/#
Appears in Collections:Conference Papers (Mathematics Education Centre)

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