Students' Conceptions of Normalization

Improving the learning and success of students in undergraduate science, technology, engineering, and mathematics (STEM) courses has become an increased focus of education researchers within the past decade. As part of these efforts, discipline-based education research (DBER) has emerged within STEM education as a way to address discipline-specific challenges for teaching and learning, by combining expert knowledge of the various STEM disciplines with knowledge about teaching and learning (Dolan et al., 2018; National Research Council, 2012). Particularly important to furthering DBER and improving STEM education are interdisciplinary studies that examine how the teaching and learning of specific concepts develop among and across various STEM disciplines...

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Mathematics

Department dc:contributor.department

Mathematics

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2020

Author dc:creator

• Watson, Kevin L.

Chair dc:contributor.committeechair

• Wawro, Megan

Committee members dc:contributor.committeemember

• Johnson, Estrella
• Norton, Anderson H. III
• Wilkins, Jesse L. M.
• Thompson, John R.

• normalization
• norm
• quantum physics
• linear algebra
• coordination class

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10919/100474

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/100474