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ERIC Number: EJ1003628
Record Type: Journal
Publication Date: 2013-Jun
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0268-3679
Cognitive Levels and Approaches Taken by Students Failing Written Examinations in Mathematics
Roegner, Katherine
Teaching Mathematics and Its Applications: An International Journal of the IMA, v32 n2 p81-87 Jun 2013
A study was conducted at the Technical University Berlin involving students who twice failed the written examination in the first semester course Linear Algebra for Engineers in order to better understand the reasons behind their failure. The study considered student understanding in terms of Bloom's taxonomy and the ways in which students approached problem solving. The results indicate that students rely on lower-order thinking processes and these processes are linked to solution approaches. Thus, by investigating solution strategies in homework sets and in classwork, an instructor can easily identify students at risk of not understanding at the appropriate level. In this contribution, the study is related to the framework set forth by the European Society for Engineering Education (SEFI) Mathematics Working Group.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany (Berlin)