PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Exploring the development of mathematical problem solving strategies in the transition from novice to experienced mathematicians
Page: 1197
Identifying formative experiences that affect mathematical problem-solving (MPS) development and trajectories for rising mathematicians presents a complex challenge. Despite the existence of various descriptions of isolated MPS behaviors for populations of mathematicians of different levels of expertise, there is still insufficient understanding of how MPS develops as a result of extended mathematics education. This poster presents preliminary findings of a study which aims to characterize formative experiences of advanced undergraduate mathematics majors and first-semester mathematics graduate students which, in interviews, they identified as affecting their MPS strategies or disposition towards solving difficult mathematics problems. We also aim to gather feedback on study design and potential directions for analysis of the interviews.