PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
An Analysis of First Semester Calculus Students’ Use of Verbal and Written Language When Describing the Intermediate Value Theorem
Page: 2-628
This preliminary report describes the second stage of data collection and analysis in a larger study that examines students’ written and verbal language when studying basic theorems in a first-semester calculus course. We examine students’ difficulties with understanding and using mathematical language and notation in both formal written work and informal verbal descriptions. Not surprisingly, the students in our study rarely use formal mathematical language without being prompted to do so. One surprising result was that while many students do understand the mathematical notation in the theorems, and can illustrate this graphically when prompted, they still do not use this notation when providing their own written (or verbal) description of a theorem. Preliminary results suggest that our biggest obstacle as teachers is not in getting our students to understand the notation, but instead lies in convincing our students of the power that comes from this notation in describing a concept, thus encouraging our students to use this notation in their own written work.