Learning by design: undergraduate scientists learning mathematics

ISSN： 1464-5211

Source： International Journal of Mathematical Education in Science and Technology, Vol.30, Iss.3, 1999-05, pp. : 373-388

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

How does the design of technology-based service mathematics shape science students' understandings of mathematics? Reciprocally, how do the conceptions of undergraduate mathematics teachers concerning service mathematics shape their design decisions when building a technology-based course? The paper starts from the premise that simultaneous study of design and learning together may throw light on epistemological and psychological issues in learning mathematics. The corpus of data was derived from two university mathematics departments, each of which was attempting to design and implement a service course of undergraduate mathematics for science students. The findings reveal a complex relationship between design and learning, with implications for the design of instructional approaches.