In this note, we report on an implementation of discovery-oriented problems in courses on Real Analysis and Differential Equations. We explain a type of task design that gives students the opportunity to conjecture, refute and prove. What is new is that the complexity in our problems is limited and thus the tasks can also be used in homework assignments. In addition to several concrete examples, we also discuss feedback and assessment outcomes of our students.
|Number of pages||12|
|Journal||International Journal of Mathematical Education in Science and Technology|
|Early online date||4 Sep 2019|
|Publication status||E-pub ahead of print - 4 Sep 2019|