Undergraduate Mathematics Education: Teaching Mathematical Thinking Or Product Of Mathematical Thought?

Abstract

This paper reports on an investigation into students' thinking about mathematics and their mathematical behaviour when faced with a problem. It is found that students perceived mathematics as a fixed body of knowledge to be learned. When solving a problem, students demonstrate little intellectual independence and lack the ability to think for themselves. This is a matter of some concern. The findings indicate that the mathematical environment may not be providing students with the experiences to encourage them to be creative and reflective. It is suggested that mathematicians need to move away from teaching students the product of mathematical thought to teaching them mathematical thinking.