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ERIC Number: EJ1173306
Record Type: Journal
Publication Date: 2016-Sep
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0726-416X
Catalyzing Genetic Thinking in Undergraduate Mathematics Education
King, Samuel Olugbenga
Curriculum and Teaching, v31 n2 p27-46 Sep 2016
In undergraduate mathematics education, atypical problem solving approaches are usually discouraged because they are not adaptive to systematic deduction on which undergraduate instructional systems are predicated. I present preliminary qualitative research evidence that indicates that these atypical approaches, such as genetic guessing, which sometimes are instantiations of "implicit learning," often catalyze genetic thinking, the synthesis of novel insights. Consequently, I present a conceptual framework illustrating how implicit learning-based atypical problem solving approaches may enhance student engagement and learning outcomes, and catalyze genetic thinking.
James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A