English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

An online intro-to-proof course provided an unexpected opportunity for a series of email exchanges that yielded insights into one student’s mathematical thinking and the ambiguous role of mathematical jargon in miscuing this student’s reasoning. The jargon deals with the notation, which encapsulates multiple conceptual meanings: the process of taking the limit, the question of if the limit exists, and if the limit exists, its value. As a matter of jargon, the statementwas used in context for  L  to retain these multiple meanings, so  L  no longer represented merely a value. In computational calculus, this is of no consequence but in a course involving limit proofs, it led to confusion.

Jargon Miscues a Student’s Mathematical Thinking in an Online Proofs Course: A Reflective Study of an Email Intervention