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SUMMARY:Using Cognitive Interviews and Thematic Analysis to Establish How 
 Students’ Understanding of Calculus Changes Having Studied Preliminary C
 ourses in Undergraduate Mathematics   - Ella Caulfield (University of Oxfo
 rd)
DTSTART;VALUE=DATE-TIME:20250313T125000Z
DTEND;VALUE=DATE-TIME:20250313T140000Z
UID:https://new.talks.ox.ac.uk/talks/id/6cda141c-3c94-4897-afcb-92f93ee588
 23/
DESCRIPTION:This research aimed to find out the differences in how student
 s (with a baseline knowledge of calculus from school) understand and appro
 ach calculus depending on whether or not they have studied preliminary cou
 rses in Analysis and Calculus. \nIn this seminar\, I focus on the use of c
 ognitive interviews to assess students’ understanding of calculus-relate
 d keywords\, but also how they approach some calculus problems. In the fir
 st\, I sought to establish what they think of when they hear/read the keyw
 ords and what they relate to in their minds\, and for the second I wanted 
 to see what tools they have to tackle calculus problems and what their tho
 ught process is. This approach combines a set of fixed questions\, prompts
 \, and clarifications to try and obtain as detailed responses as possible\
 , drawing on ideas from think-aloud interview techniques. The calculus con
 text raises a particular challenge for the use of cognitive interviews as 
 this mathematics is more easily communicated through symbols\, and thinkin
 g aloud processes are generally combined with written notes that do not ha
 ve a linear form (cannot be read from left to right) and can appear messy 
 and chaotic to others. \nAs a student who is blind\, I worked with a suppo
 rt worker to carry out these interviews and some of the analysis\, this in
 cluded developing gestures to communicate participant activity in the inte
 rviews\, developing ways to make the written data accessible for analysis\
 , supporting with transcription of data\, and practical assistance with us
 e of analysis software. \nI will also present some of my findings arising 
 from the Thematic Analysis\, as described by Braun & Clarke\, of the acces
 sible forms of the data from my interviews and draw conclusions of an over
 all picture and a comparison of students with different levels of calculus
  education.\n\nLink to join online: https://teams.microsoft.com/l/meetup-j
 oin/19%3ameeting_MDU4ZDQzZDctOTJlZS00ODJlLTlmOWYtYjc1NTAxNmExZmQ0%40thread
 .v2/0?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c
 %22Oid%22%3a%225f581465-1def-4d51-8d4c-45a3b26b5b58%22%7d\nSpeakers:\nElla
  Caulfield (University of Oxford)
LOCATION:15 Norham Gardens (Seminar Room A and MS Teams)\, 15 Norham Garde
 ns OX2 6PY
TZID:Europe/London
URL:https://new.talks.ox.ac.uk/talks/id/6cda141c-3c94-4897-afcb-92f93ee588
 23/
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ACTION:display
DESCRIPTION:Talk:Using Cognitive Interviews and Thematic Analysis to Estab
 lish How Students’ Understanding of Calculus Changes Having Studied Prel
 iminary Courses in Undergraduate Mathematics   - Ella Caulfield (Universit
 y of Oxford)
TRIGGER:-PT1H
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