國立虎尾科技大學 |

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks./
Author:	Hall, William Lloyd, Jr.
Description:	1 online resource (328 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355458435

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.
Hall, William Lloyd, Jr.

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks. - 1 online resource (328 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2017.

Includes bibliographical references

Calculus serves a great many students from myriad fields of study. Investigations into the ways students from these client disciplines of calculus reason about calculus concepts are vital, yet lacking (Rasmussen, Marrongelle, & Borba, 2014). One such client discipline, the biological and life sciences, makes up 30% of traditional Calculus I students, the largest single subgroup of such students in Calculus I (Bressoud, 2015). Using qualitative methods, task-based interviews were conducted with 12 undergraduate students majoring in the biological and life sciences. Data were analyzed via open coding from a constructivist grounded theory approach (Charmaz, 2000), a priori literature-based codes, and with local theory diagrams, an analytical tool developed to illustrate the ways students approached the tasks by developing theories about the task and revising those theories by assessing their viability in the face of the results of the hypotheses they generate. Results indicate that the context of the calculus accumulation tasks presented to students and the representation of the rate of change function influenced the students' solution strategies. Additionally, students utilized their understanding of the problem context to assess the viability of their assumptions regarding the tasks. Thus, the students' experiences in their chosen major have an impact on their mathematical reasoning as it pertains to calculus accumulation tasks. Furthermore, the new analytical tool, the local theory diagram, was helpful in demonstrating the ways students develop and revise theories about the accumulation tasks.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355458435Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.
LDR:02840ntm a2200313Ki 4500 001 916408
005 20181002081325.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355458435
035 $a (MiAaPQ)AAI10708358
035 $a AAI10708358
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hall, William Lloyd, Jr. $3 1190131
245 1 2 $a A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.
264 0 $c 2017
300 $a 1 online resource (328 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Karen Allen Keene.
502 $a Thesis (Ph.D.)--North Carolina State University, 2017.
504 $a Includes bibliographical references
520 $a Calculus serves a great many students from myriad fields of study. Investigations into the ways students from these client disciplines of calculus reason about calculus concepts are vital, yet lacking (Rasmussen, Marrongelle, & Borba, 2014). One such client discipline, the biological and life sciences, makes up 30% of traditional Calculus I students, the largest single subgroup of such students in Calculus I (Bressoud, 2015). Using qualitative methods, task-based interviews were conducted with 12 undergraduate students majoring in the biological and life sciences. Data were analyzed via open coding from a constructivist grounded theory approach (Charmaz, 2000), a priori literature-based codes, and with local theory diagrams, an analytical tool developed to illustrate the ways students approached the tasks by developing theories about the task and revising those theories by assessing their viability in the face of the results of the hypotheses they generate. Results indicate that the context of the calculus accumulation tasks presented to students and the representation of the rate of change function influenced the students' solution strategies. Additionally, students utilized their understanding of the problem context to assess the viability of their assumptions regarding the tasks. Thus, the students' experiences in their chosen major have an impact on their mathematical reasoning as it pertains to calculus accumulation tasks. Furthermore, the new analytical tool, the local theory diagram, was helpful in demonstrating the ways students develop and revise theories about the accumulation tasks.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a North Carolina State University. $b Mathematics Education. $3 1190132
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10708358 $z click for full text (PQDT)