All Outputs (3)

The summative assessment diet: how we assess in mathematics degrees (2011)
Journal Article
Iannone, P., & Simpson, A. (2011). The summative assessment diet: how we assess in mathematics degrees. Teaching Mathematics and its Applications: An International Journal of the IMA, 30(4), 186-196. https://doi.org/10.1093/teamat/hrr017

Much research and many papers on mathematics pedagogy have discussed assessment and, in particular, the need to provide a varied diet of methods by which students are assessed for the award of their degree. In this article, we explore the mix of asse... Read More about The summative assessment diet: how we assess in mathematics degrees.

Classification and concept consistency (2011)
Journal Article
Alcock, L., & Simpson, A. (2011). Classification and concept consistency. Canadian Journal of Science, Mathematics and Technology Education, 11(2), 91-106. https://doi.org/10.1080/14926156.2011.570476

This article investigates the extent to which undergraduates consistently use a single mechanism as a basis for classifying mathematical objects. We argue that the concept image/concept definition distinction focuses on whether students use an accept... Read More about Classification and concept consistency.

Does generating examples aid proof production? (2011)
Journal Article
Iannone, P., Inglis, M., Mejia-Ramos, J., Simpson, A., & Weber, K. (2011). Does generating examples aid proof production?. Educational Studies in Mathematics, 77(1), 1-14. https://doi.org/10.1007/s10649-011-9299-0

Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked u... Read More about Does generating examples aid proof production?.