Abstract
The way students actually learn mathematics, in or outside an engineering program, is hard to follow and analyze. This study for one and a half years so far illustrates that engineering students' conceptual growth in algebra depends more on the engineering subjects than on the algebra course, and that some of the concepts and routine skills in the algebra course seem to stay out of reach even after one year. Presented by Prof. Thomas Lingefjärd of Chalmers Technical University and Göteborg University at the North American Chapter of the International Group for the Psychology of Mathematics Education conference in Athens, Georgia, USA, 26-29 October 2002.
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assess_tl_chalmers.ppt
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