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Direct linkOrtiz-Robinson, Norma L.; Ellington, Aimee J. – PRIMUS, 2009
A number of learner-centered strategies were implemented during a two-semester course in real analysis that is traditionally taught in lecture format. We seek to understand the role that these strategies can have in this proof-intensive theoretical mathematics classroom and the perceived benefits by the students. Although learner-centered…
Descriptors: Feedback (Response), Advanced Courses, Mathematics Education, Equations (Mathematics)
