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dc.contributor.authorOlszewski, Peter
dc.contributor.authorOwiti, Dickson S.O.
dc.date.accessioned2021-05-17T08:19:37Z
dc.date.available2021-05-17T08:19:37Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/11071/11886
dc.descriptionPaper presented at the 4th Strathmore International Mathematics Conference (SIMC 2017), 19 - 23 June 2017, Strathmore University, Nairobi, Kenya.en_US
dc.description.abstractWe, as educators, have all been faced with the struggle of asking students to show their work on assessments. This is especially true when we either ask students to show using logic, a mathematical statement property, or that a lemma is true. However, a growing trend among students is where they will explain how to complete a problem using written out sentences instead of actually doing the mathematics and obtaining a full solution with an answer, if one exists. This paper presents and discusses key evidence of this growing phenomena, offers some suggestions as to why this maybe happening, along with how we, as mathematics educators, can help students get out of this disturbing and concerning trend.en_US
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.subjectEducatorsen_US
dc.subjectSolutionen_US
dc.titleShow me, don't tell meen_US
dc.typeArticleen_US


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  • SIMC 2017 [85]
    4th Strathmore International Mathematics Conference (June 19 – 23, 2017)

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