Between confidence and procedural flexibility in calculus
Mathematics and Statistics
Physical Sciences and Mathematics | Science and Mathematics Education
International Journal of Mathematical Education in Science and Technology
Greater flexibility with procedures is known to be associated with greater conceptual knowledge of mathematics and vice versa. In parallel, a student’s emotional relationship to mathematics – i.e. their ‘affect’ – is known to influence how they learn and perform in mathematics. For example, a confident student may engage more fully with mathematics, thereby improving their knowledge and skill acquisition and performance. What remains to be understood is the relationship between a student’s affect and their procedural flexibility. The results of this study indicate a positive, albeit moderate, correlation between a student’s confidence and their flexibility with calculus procedures. This reveals a potential avenue to improved mathematical understanding and performance: the symbiosis between confidence and flexible procedural knowledge.
Undergraduate mathematics education, calculus, procedural flexibility, confidence, adaptive expertise
Wes Maciejewski. "Between confidence and procedural flexibility in calculus" International Journal of Mathematical Education in Science and Technology (2020). https://doi.org/10.1080/0020739X.2020.1840639