PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 1)
2013
Denver, Colorado
Providing Opportunities for College-Level Calculus Students to Engage in Theoretical Thinking
Page: 1-118
In this research, we provide empirical evidence that students can be engaged in theoretical thinking in a university introductory level Calculus course, despite the institutional constraints that often surround and pervade these courses. Students enrolled in a Calculus course were presented with optional tasks intended to engage them in theoretical thinking. We analyze the results from the perspective of Sierpinska et al.’s (2002) model for theoretical thinking; our analysis shows that students who participated in these optional tasks often engaged in theoretical thinking. We discuss these findings in the context of previous research in the teaching and learning of university introductory (and remedial) level mathematics and of the role that Calculus courses play in the mathematics education of undergraduate students.