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Threshold concepts and undergraduate mathematics teaching.

Breen, Sinéad and O'Shea, Ann orcid logoORCID: 0000-0001-8504-2290 (2016) Threshold concepts and undergraduate mathematics teaching. PRIMUS, 26 (9). pp. 837-847. ISSN 1051-1970

Abstract
Traditionally, many undergraduate mathematics courses have been defined in terms of mathematical content and the techniques in which students should become proficient or theorems they should be able to prove. This can result in a reliance on shallow or rote learning by students, despite the fact that the main goal of a mathematics lecturer is usually to foster mathematical understanding in their students. In contrast, it is suggested that placing an emphasis on the threshold concepts involved in a course can enable teachers and students to focus on what is fundamental to the study and mastery of their subject.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:threshold concepts; course design
Subjects:Social Sciences > Education
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Science and Health > School of Mathematical Sciences
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/10511970.2016.1191573
Copyright Information:© 2016 Taylor & Francis
ID Code:29019
Deposited On:14 Sep 2023 11:51 by Sinead Breen . Last Modified 19 Jan 2024 16:10
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