1 Pedagogical Mathematics for Student Exploration of Threshold Concepts John Mason KHDM Hannover Dec 2015 The Open University Maths Dept University of.

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Presentation transcript:

1 Pedagogical Mathematics for Student Exploration of Threshold Concepts John Mason KHDM Hannover Dec 2015 The Open University Maths Dept University of Oxford Dept of Education Promoting Mathematical Thinking

2 Outline  Some Background Constructs  Example from Linear Algebra  Some Pedagogical Constructs

3 Insight from Francis Bacon So knowledge, while it is in aphorisms and observations, it is in growth; but once it is comprehended in exact methods, it may perchance be further polished and illustrated, and accommodated for use and practice; but it increaseth no more in bulk and substance (Francis Bacon 1609)

4 Inspiration from Ada Lovelace Mathematical science... is the language of unseen relations between things. But to use and apply that language, we must be able fully to appreciate, to feel, to seize, the unseen, the unconscious. Imagination is the Discovering Faculty, pre-eminently … it is that which feels & discovers what is, the REAL which we see not, which exists not for our senses.

5 Some Background Constructs  Pedagogical Mathematics –Mathematical problems arising from pedagogical situations (Mason 2007)  Threshold Concepts –concepts that need to be deeply comprehended, appreciated and integrated into learners’ functioning so as to make progress, and which, once appreciated, are ever-present to inform related concepts and the carrying out of procedures (Meyer & Land 2003).  Ubiquitous Mathematical Themes –Doing & Undoing (Bypasses) –Invariance in the midst of change –Freedom & Constraint –Organising & Characterising

6 Linear Algebra  Given a basis for an image space, how do you find the new coordinates of the image vector W of a vector V (geometrically)?

7 Row Spaces  Given a basis for a row-space, how do you find the image U of a vector V?

8 Eigen Directions  Traditional to ask when V and its image W are aligned

9 Getting an Angle  When is the angle between vector V and image W the greatest, and when the least? –Green is cosine of angle between V and W –Purple is length of VW associated with V –Dashed Purple is the VW vector

10 Changing the Column Space Basis  Sometimes there are eigen directions, sometimes not  Fixing f1 what is the boundary at which f2 yields eigen directions or fails to have eigen directions?

11 Some Pedagogical Constructs  Integration through Subordination  Concept Images, Example Spaces & Question Spaces  Assenting & Asserting; Conjecturing Atmosphere  Task Roles: –To introduce a topic –To develop and enrich learner example spaces mid topic –To review a topic –To obtain evidence of appreciation and comprehension (understanding) of topic  See-Experience-Master; Manipulating–Getting-a-sense-of–Articulating; Enactive–Iconic–Symbolic

12 Thank you for stimulating me to develop this particular domain

13 Follow-Up  Full length draft paper  Mathematics Teaching Practice: a guidebook for university and college lecturers. Chichester: Horwood Publishing, (2002)  Designing and Using Mathematical Tasks. St. Albans: Tarquin. ( nd edition 2006)  Fundamental Constructs in Mathematics Education. London: RoutledgeFalmer.