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Characterizing Undergraduate Students’ Proving Processes Around “Stuck Points”, Yaomingxin Lu
Characterizing Undergraduate Students’ Proving Processes Around “Stuck Points”, Yaomingxin Lu
Dissertations
Learning to prove mathematical propositions is a cornerstone of mathematics as a discipline (de Villiers, 1990). However, since proving is a different mathematical activity as compared to students’ prior experience, research has also shown that many undergraduate students struggle to learn to prove, including those who major in mathematics (Moore, 1994; Selden, 2012). While the field has generated research that has analyzed the final products of proof (Selden & Selden, 2009) and there are frameworks for analyzing problem-solving processes (e.g., Carlson & Bloom, 2005; Schoenfeld, 1985, 2010), much remains to be known about analyzing undergraduate students’ proving processes. With a …
Institutional Changes In Western Michigan University For Incorporation Of Education For Sustainability, Saman Khan
Institutional Changes In Western Michigan University For Incorporation Of Education For Sustainability, Saman Khan
Dissertations
Higher Education institutions (HEIs) have the potential to be significant contributors in the pursuit of a sustainable world through the incorporation of Education for Sustainability (EFS). However, HEIs are entrenched with structures and values that are often resistant to change. The literature reveals that instructors’ beliefs and institutional contexts are the two main factors that impact the implementation of institutional change for sustainability education. Western Michigan University (WMU) has created new required curriculum “WMU Essential Studies” (WES) for undergraduate students and they have targeted sustainability as an essential learning outcome, by integrating and applying it in content courses. Using a …