One Problem, Two Contexts

In this study, a group of students were presented with two mathematically isomorphic problems but in radically different contexts. Analysis of their thinking and reasoning as they worked to solve and explain each problem demonstrates that the thinking and reasoning that emerged in each problem responded to clear purposes that the problems elicited in these students. The first problem was posed in a context that relied on experience and intuition rather than a formal mathematical description. The second problem was posed in a formal, set-theoretic context. While the analysis offered here reveals similarities in the students' final reasoning in the two contexts, it brings to light major differences between the purposes, choices, and reasoning in both contexts.

Name thesis:degree_name

MA

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Gigger, Danielle L.

• mathematics
• education
• proof
• context
• Science and Mathematics Education

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/1057

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-2056