‘It takes me longer, but I understand better’ – student feedback on structured derivations

Abstract

In this article, we present the results from a qualitative study on students' initial reactions to the use of structured derivations in mathematics education. Our findings suggest that the approach increases the clarity of solutions and facilitates debugging of proofs. It also has potential to increase students' self-perceived level of understanding. Our findings indicate that the main drawbacks experienced by the students are related to time and length. Nevertheless, the overall feedback on the approach was found to be positive, thus encouraging further use of structured derivations in mathematics education.

Keywords:

• structured derivations
• mathematics education
• student feedback

Notes

1. In the Finnish educational system, high schools are referred to as upper secondary schools, providing education to students aged 16–19. The principal objective of these schools is to offer general education preparing students for future studies.

2. Finnish high school students take the matriculation exam at the end of their high school studies.