Counter-examples in teaching/learning of calculus: students’ performance
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This paper presents a case study which involved the first year science and engineering students of the Auckland University of Technology, New Zealand. After very favourable feedback received from the students in the international study on their attitudes towards usage of counter-examples in teaching/learning of Calculus (Gruenwald & Klymchuk, 2003) it was decided to investigate how usage of counterexamples affects students’ performance. The case study revealed that usage of counter-examples significantly improved students’ performance on a test question that required conceptual understanding but did not affect their performance on the other test questions (applying familiar rules and algorithms, calculations, applications, etc.).Description
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New Zealand Mathematics Magazine; Mar 2005, Vol. 42 Issue 1, p31
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NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation).