PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Students’ epistemological frames and their interpretation of lectures in advanced mathematics
Page: 1279
In this paper, we present a comparative case study of two students with different epistemologicalframes watching the same real analysis lectures. We show the general point that students withdifferent epistemological frames can interpret the same lecture in radically different ways. Wealso identify epistemological frames that are useful or counterproductive for understanding alecture on how the rational numbers are constructed from the integers. These results illustratehow different students interpretations of a lecture are not inherently tied to the lecture, butrather depend on the student and that student’s perspective on mathematics. Thus, improvingstudent learning may depend on more than improving the quality of the lectures, but alsochanging student’s beliefs and orientations about mathematics and mathematics learning.Key words: