School of Engineering Science
- 0500-448604 Back: 2018-10-22 13.00
As a lecturer in Mathematics I am, among other things, interested in how mathematical concepts are described in teaching and in textbooks, and whether – and how – rigor in presentation of and distinction between concepts mostly supports or inhibits the understanding of concepts. In textbook, certain presentations are routinely used, by habit and convenience, albeit not conceptionally correct. How does this affect a student who is new to both concepts and notation?