Abstract
Abstract Click here and insert your abstract text. © 2012 The Authors. Published by Elsevier Ltd. © 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling, Research & Conference Services C-crcs. Keyvords: calculus; mathematical knowledge; semantic knowledge; procedural knowledge 1. Problem Statement Mathematical knowledge can be distinguished into two types of curriculum (theory and calculations), depending on evoked type of memory: the semantic memory and procedural memory. We assume that there are two boundary types of students: one preferring semantic memory learning and second preferring procedural memory learning. The aim of this study was to determine whether it is possible to identify two types of students based on the subjective assessment of difficulty. 2. Purpose of Study Which part of calculus curriculum is most difficult from student’s point of view? Can be students divided into several clusters based on their subjective assessment of difficulty of two types of curriculum? Do these clusters correspond with the expected types of memory used for two parts of curriculum? Are current results consistent with the results of previous study in the discreet math subject (Haviger, 2011)?
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
