The Transition to Postgraduate Study in Mathematics: a Thinking Styles Perspective
نویسندگان
چکیده
In this paper we focus on the transition from undergraduate to postgraduate study in mathematics through the lens of the construct ‘thinking style’ as defined by Sternberg (1997). A cross-sectional study (N=54) was conducted in the Department of Mathematics of a large university in Greece. The data analysis reveals some statistically significant (though far from straightforward) stylistic differences between the undergraduate mathematics students and those who follow a taught graduate mathematics degree: the undergraduates appear to have a stronger preference for details, concreteness and conformity in their thinking than the postgraduates.
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The Thinking Styles of University Mathematics Students
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