NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003630
Record Type: Journal
Publication Date: 2013-Jun
Pages: 5
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0268-3679
Students' Conceptions of Nothingness and Their Implications for a Competency-Driven Approach to the Curriculum
Riegler, Peter
Teaching Mathematics and Its Applications: An International Journal of the IMA, v32 n2 p76-80 Jun 2013
Competency has been the buzzword of higher education for at least a decade. The reasonable approach of describing what students should be able to do after completing coursework, however, falls short of the fact that mathematics, like any subject matter, contains inherent difficulties for students. Students usually need assistance in overcoming such difficulties. Competency-driven approaches to the curriculum tend to ignore this issue. In this article, this problematic issue will be exemplified by investigating students' difficulties with the concept of the empty set on one hand and the framework of the European Society for Engineering Education (SEFI) for a mathematics curriculum on the other hand.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A