NON-MATHEMATICS STUDENTS’ REASONING IN NON-ROUTINE CALCULUS TASKS

Abstract

This paper investigates reasoning of first year non-mathematics students in non-routine calculus tasks. The students in this study were accustomed to imitative reasoning during their schooling in primary and secondary education. In order to move from imitative reasoning toward more creative reasoning, the non-routine tasks were implemented as the part of the calculus course. Using qualitative strategy in a form of interview, we examined reasoning of six students in the middle of the calculus course and at the end of the course. Analyzed data showed that creative reasoning develops slowly even when students are exposed to the non-routine tasks. Also, we have found several negative met-befores and met-afters affecting students’ knowledge and interfering with the reasoning process.

Keywords

• Calculus,reasoning,non-mathematics students

References

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