The Role of Examples in Learning Mathematics
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|Annie and John Selden; Mathematical Association of America|
|"Examining examples and non-examples can help students understand definitions.... Is the provision of examples always desirable? Would it perhaps be better to ask undergraduate students to provide their own examples and non-examples? Would they be able to? Given a false conjecture, would students be able to come up with counterexamples? Several studies shed light on these questions." Organized into four sections: Successful Math Majors Generate Their Own Examples; Being Asked for Examples Can Be Disconcerting; Generating Counterexamples that Are Explanatory; and "If I Don't Know What It Says, How Can I Find an Example of It?" From the MAA's Teaching and Learning Research Sampler.|
|Levels:||High School (9-12), College, Research|
|Math Ed Topics:||Math Ed Research/Reform|
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