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Your search keyword '"Roh, Kyeong Hah"' showing total 5 results
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3. Undergraduate Students' Logical Consistency in Mathematical Thinking: Implications for Teaching and Learning.

Author

Roh, Kyeong Hah and Lee, Yong Hah

Subjects
*CLASSROOM activities, *UNDERGRADUATES, *CONTRADICTION, *ARGUMENT, *STUDENTS
Abstract

This paper introduces the concept of logical consistency in students' thinking in mathematical contexts. We present the Logical in-Consistency (LinC) instrument as a valuable assessment tool designed to examine the prevalence and types of logical inconsistencies among undergraduate students' evaluation of mathematical statements and accompanying arguments. Beyond its utility as an assessment tool, this paper also underscores the potential of the LinC instrument as an instructional aid, effective for identifying students who may inadvertently overlook logical contradictions within their mathematical assertions. Furthermore, this paper outlines a practical classroom activity based on the LinC instrument format. This activity is tailored to enhance students' capacity for reasoning with logical consistency, specifically in proof-oriented mathematics courses. We hope this activity helps instructors address and mitigate logical inconsistencies in students' thinking throughout their classroom activities. [ABSTRACT FROM AUTHOR]

Published
2024
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5. AN ELABORATION ON MASTER NARRATIVES IN MATHEMATICS AND HOW UNDERGRADUATES RELATE TO COUNTERNARRATIVES.

Author

Melhuish, Kathleen, Guajardo, Lino, Lew, Kristen, Dawkins, Paul, and Roh, Kyeong Hah

Subjects
MATHEMATICS education, UNDERGRADUATE education, MATHEMATICS teachers, CURRICULUM planning
Abstract

Because the master narratives about mathematics in the US often play an exclusionary role in students’ educational experiences, educators have sought to integrate counternarratives into instruction that might disrupt these effects. As part of a larger project to develop a research-informed curriculum for undergraduate introduction to proof courses, we gathered author stories from a diverse set of mathematicians for students to read and reflect upon. To study student responses to these author stories, we synthesized a framework of the master narrative of mathematics in the US and identified how the author stories countered elements of this narrative. We then analyzed 80 student reflections from one introduction to proof course to identify whether and how students either endorsed or countered the elements of the master narrative. Our findings point to a positive, yet modest capacity for these stories as counternarratives. [ABSTRACT FROM AUTHOR]

Published
2024

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