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A Qualitative Study of the Ways Stud...

Hall, William Lloyd, Jr.

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A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks./
Author:	Hall, William Lloyd, Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	328 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10708358
ISBN:	9780355458435

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.
Hall, William Lloyd, Jr.

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 328 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2017.

Calculus serves a great many students from myriad fields of study. Investigations into the ways students from these client disciplines of calculus reason about calculus concepts are vital, yet lacking (Rasmussen, Marrongelle, & Borba, 2014). One such client discipline, the biological and life sciences, makes up 30% of traditional Calculus I students, the largest single subgroup of such students in Calculus I (Bressoud, 2015). Using qualitative methods, task-based interviews were conducted with 12 undergraduate students majoring in the biological and life sciences. Data were analyzed via open coding from a constructivist grounded theory approach (Charmaz, 2000), a priori literature-based codes, and with local theory diagrams, an analytical tool developed to illustrate the ways students approached the tasks by developing theories about the task and revising those theories by assessing their viability in the face of the results of the hypotheses they generate. Results indicate that the context of the calculus accumulation tasks presented to students and the representation of the rate of change function influenced the students' solution strategies. Additionally, students utilized their understanding of the problem context to assess the viability of their assumptions regarding the tasks. Thus, the students' experiences in their chosen major have an impact on their mathematical reasoning as it pertains to calculus accumulation tasks. Furthermore, the new analytical tool, the local theory diagram, was helpful in demonstrating the ways students develop and revise theories about the accumulation tasks.

ISBN: 9780355458435Subjects--Topical Terms:

641129
Mathematics education.

A Qualitative Study of the Ways Students from the Biological and Life Sciences Solve Calculus Accumulation Tasks.
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520 $a Calculus serves a great many students from myriad fields of study. Investigations into the ways students from these client disciplines of calculus reason about calculus concepts are vital, yet lacking (Rasmussen, Marrongelle, & Borba, 2014). One such client discipline, the biological and life sciences, makes up 30% of traditional Calculus I students, the largest single subgroup of such students in Calculus I (Bressoud, 2015). Using qualitative methods, task-based interviews were conducted with 12 undergraduate students majoring in the biological and life sciences. Data were analyzed via open coding from a constructivist grounded theory approach (Charmaz, 2000), a priori literature-based codes, and with local theory diagrams, an analytical tool developed to illustrate the ways students approached the tasks by developing theories about the task and revising those theories by assessing their viability in the face of the results of the hypotheses they generate. Results indicate that the context of the calculus accumulation tasks presented to students and the representation of the rate of change function influenced the students' solution strategies. Additionally, students utilized their understanding of the problem context to assess the viability of their assumptions regarding the tasks. Thus, the students' experiences in their chosen major have an impact on their mathematical reasoning as it pertains to calculus accumulation tasks. Furthermore, the new analytical tool, the local theory diagram, was helpful in demonstrating the ways students develop and revise theories about the accumulation tasks.
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