PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Perceptions In Abstract Algebra: Identifying Major Concepts And Concept Connections Within Abstract Algebra
Page: 1065
Abstract algebra is recognized as a highly problematic course for most undergraduate students. Despite these difficulties, most mathematicians and mathematics educators affirm its importance to undergraduate mathematical learning. The goal of this research was to establish a list of the important concepts in abstract algebra as perceived by graduate students in mathematics and understand how they believe these concepts are related. Through an interview study, the students’ perceptions of abstract algebra were analyzed through the development of concept maps. Participants’ concept images and concept definitions are highlighted in this article to understand their concept perceptions. The results revealed graduate students had great difficulty articulating what they learned and their concept definitions. Consequently, they had differing views of major concepts and relationships within the course. Their concept images regarding perceived concept importance seemed to be equated to the amount of time their class spent discussing that concept.