PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Expert vs. novice reading of a calculus textbook: A case study comparison
Page: 1018
We present case studies of a student and a non-mathematics professor reading an excerpt from a calculus textbook. We use the ideas of sense-making frames and gaps and the implied reader to compare their reading experiences. In particular, we attempt to distinguish the role of calculus background knowledge from reading expertise in making sense of the text.