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Abstract Title: A framework for curriculum design to support mathematical sense making
Abstract: An approach to the design of curriculum supporting student engagement in mathematical sense making (MSM) is discussed.  This approach draws from a categorical framework for MSM that is situated in the PER and science education literature on mathematical modeling and sense making.  Two pieces of curricula spanning both content (the photoelectric effect and geometric optics) and course context (STEM-major versus non-STEM-major) designed using this framework are analyzed for the reasoning structures they are designed to scaffold.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.M5
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Julian D. Gifford
University of Colorado Boulder
Boulder, CO 80304
Phone: 3606201899
and Co-Presenter(s)
Noah D. Finkelstein, CU Boulder