The Role of Examples in Learning Mathematics
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Annie and John Selden; Mathematical Association of America  
"Examining examples and nonexamples 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 nonexamples? 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 (912), College, Research 
Languages:  English 
Resource Types:  Articles 
Math Ed Topics:  Math Ed Research/Reform 
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