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Strategies for teaching confusing topics in Mathematics: A case study

Some topics in Mathematics can be confusing for students. Given two very close topics in Mathematics, how should they be taught? Will it better to teach them back to back or will it be better to insert some other topics in between. This paper considers the use of Power Series and Fourier series in s...

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Main Authors: Faye, I., Nayan, M.Y.
Format: Conference or Workshop Item
Published: 2013
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892667453&doi=10.1109%2fTALE.2013.6654441&partnerID=40&md5=de039ff97eeb9b4e3a9acc0367f12b09
http://eprints.utp.edu.my/32695/
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spelling my.utp.eprints.326952022-03-30T01:04:30Z Strategies for teaching confusing topics in Mathematics: A case study Faye, I. Nayan, M.Y. Some topics in Mathematics can be confusing for students. Given two very close topics in Mathematics, how should they be taught? Will it better to teach them back to back or will it be better to insert some other topics in between. This paper considers the use of Power Series and Fourier series in solving Differential Equations. Two groups of students were taught the two topics. The first group has the two topics taught back-to-back while the second had one topic (Laplace transform) inserted between the two. The two groups were then assessed with a set of questions combining Power Series and Fourier series. The results showed that the mean of the group that had Power and Fourier series back-to-back is higher compared to the mean for the group that had the insertion of Laplace transform between Power series and Fourier series. The difference is statistically significant as showed through a T-tests. © 2013 IEEE. 2013 Conference or Workshop Item NonPeerReviewed https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892667453&doi=10.1109%2fTALE.2013.6654441&partnerID=40&md5=de039ff97eeb9b4e3a9acc0367f12b09 Faye, I. and Nayan, M.Y. (2013) Strategies for teaching confusing topics in Mathematics: A case study. In: UNSPECIFIED. http://eprints.utp.edu.my/32695/
institution Universiti Teknologi Petronas
building UTP Resource Centre
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Petronas
content_source UTP Institutional Repository
url_provider http://eprints.utp.edu.my/
description Some topics in Mathematics can be confusing for students. Given two very close topics in Mathematics, how should they be taught? Will it better to teach them back to back or will it be better to insert some other topics in between. This paper considers the use of Power Series and Fourier series in solving Differential Equations. Two groups of students were taught the two topics. The first group has the two topics taught back-to-back while the second had one topic (Laplace transform) inserted between the two. The two groups were then assessed with a set of questions combining Power Series and Fourier series. The results showed that the mean of the group that had Power and Fourier series back-to-back is higher compared to the mean for the group that had the insertion of Laplace transform between Power series and Fourier series. The difference is statistically significant as showed through a T-tests. © 2013 IEEE.
format Conference or Workshop Item
author Faye, I.
Nayan, M.Y.
spellingShingle Faye, I.
Nayan, M.Y.
Strategies for teaching confusing topics in Mathematics: A case study
author_facet Faye, I.
Nayan, M.Y.
author_sort Faye, I.
title Strategies for teaching confusing topics in Mathematics: A case study
title_short Strategies for teaching confusing topics in Mathematics: A case study
title_full Strategies for teaching confusing topics in Mathematics: A case study
title_fullStr Strategies for teaching confusing topics in Mathematics: A case study
title_full_unstemmed Strategies for teaching confusing topics in Mathematics: A case study
title_sort strategies for teaching confusing topics in mathematics: a case study
publishDate 2013
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892667453&doi=10.1109%2fTALE.2013.6654441&partnerID=40&md5=de039ff97eeb9b4e3a9acc0367f12b09
http://eprints.utp.edu.my/32695/
_version_ 1738657422855110656
score 13.211869

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