Abstract
Video recordings of three undergraduate students' textbook-based homework are analysed. A focus is on the ways their exercise reasoning is mathematically well-founded or superficial. Most strategy choices and implementations are carried out without considering the intrinsic mathematical properties of the components involved in their work. It is essential in their strategies to find procedures to mimick and few constructive reasoning attempts are made.
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Lithner, J. Students' mathematical reasoning in university textbook exercises. Educational Studies in Mathematics 52, 29–55 (2003). https://doi.org/10.1023/A:1023683716659
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DOI: https://doi.org/10.1023/A:1023683716659