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?
International Journal of Medical Microbiology
2009. Article. https://doi.org/10.1016/j.ijmm.2008.05.011
Immunology and Cell Biology
2007. Article. https://doi.org/10.1038/sj.icb.7100023
Biosystems (Amsterdam. Print)
2007. Article. https://doi.org/10.1016/j.biosystems.2006.08.005
Journal of Molecular Microbiology and Biotechnology
2005. Article. https://doi.org/10.1159/000086704
1998. Doctoral thesis.