Early error detection: an action-research experience teaching vector calculus

References

• Crawley E, Malmqvist J, Östlund S, Brodeur D. Rethinking engineering education: the CDIO approach. New York: Springer; 2007.
   Google Scholar
• Schoenfeld A. Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In: Grouws DA, editor. Handbook for research on mathematics teaching and learning. New York: Macmillan; 1992. p. 334–370.
   Google Scholar
• Vygotsky LS. Interaction between learning and development. In: Cole M, John-Steiner V, Scribner S, Souberman E, editors. Mind in society: the development of higher psychological processes. Cambridge (MA): Harvard University Press; 1978. Chapter 6; p. 86.
   Google Scholar
• Flavell J. Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. Am Psychol. 1979;34:906–911.
   Web of Science ®Google Scholar
• Grotzer T, Mittlefehldt S. The role of metacognition in students’ understanding and transfer of explanatory structures in science. In: Zohar A, Dori J, editors. Metacognition in science education: trends in current research, contemporary trends and issues in science education. New York: Springer; 2012. p. 79–99.
   Google Scholar
• Resnick LB, Ford WW. The psychology of mathematics for instruction. New York: Routledge; reprinted 2008, digital printed 2009.
   Google Scholar
• Olson D. The world on paper: the conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press; 1994. Digital printed 2001.
   Google Scholar
• Ong WJ. Orality and literacy: the technologizing of the word. New York: Routledge; 2002. Digital printed 2005.
   Google Scholar
• Goodman K. Reading, writing and written texts: a transactional sociopsycholoinguistic view. In: Ruddell RB, Ruddell MR, Singer H, editors. Theoretical models and processes of reading. 4th ed. Newark (DE): International Reading Association; 1994.
   Google Scholar
• Rosenblatt L. Writing and reading: the transactional theory. Technical Report No. 416. Urbana (IL): University of Illinois Press; 1988.
   Google Scholar
• Bean JC. Engaging ideas: the professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco (CA): Jossey-Bass; 2001.
   Google Scholar
• Shepherd MD, Selden A, Selden J. University students’ reading of their first-year mathematics textbooks. Math Thinking Learn. 2012;14(3):226–256.
   Web of Science ®Google Scholar
• Deane M, O’Neill P. Writing in the disciplines. New York: Palgrave Macmillan; 2012.
   Google Scholar
• Elliott J. Building educational theory through action research. In: Noffke SE, Somekh B, editors. The SAGE handbook of educational action research. Thousand Oaks (CA): Sage; 2009. p. 28–38.
   Google Scholar
• Elliott J. Reflecting where the action is: the selected works of John Elliott. London: Routledge; 2007.
   Google Scholar
• Elliott J. Action research for educational change. Buckingham: Open University Press; 1991.
   Google Scholar
• Carr W, Kemmis S. The interpretive view of educational theory and practice. In: Burque G, editor. Becoming critical: knowing through action research. 2nd ed. Brighton: Deakin University Press; 1986.
   Google Scholar
• Kemmis S, McTaggart R. The action research reader. 3rd ed. Geelong (Australia): Deakin University Press; 1988.
   Google Scholar
• Rudduck J. An education that empowers: a collection of lectures in memory of Lawrence Stenhouse. Philadelphia (PA): Multilingual Matters; 1995.
   Google Scholar
• Denzin N, Yvonna L. The SAGE handbook of qualitative research. Thousand Oaks (CA): Sage; 2005.
   Google Scholar
• Case J, Light G. Emerging methodologies in engineering education research. J Eng Educ. 2011;100(1):186–210.
   Google Scholar
• Jørgensen F, Kofoed BL. Integrating the development of continuous improvement and innovation capabilities into engineeering education. Eur J Eng Educ. 2007;32(2):181–191.
   Google Scholar
• Volk K. Action research as a sustainable endeavor for teachers: does initial training lead to further action? Action Res. 2009;8(3):315–332.
   Web of Science ®Google Scholar
• Somekha B, Zeichnerb K. Action research for educational reform: remodelling action research theories and practices in local contexts. Educ Action Res. 2009;17(1):5–21.
   Google Scholar
• McNiff J. Action research: principles and practice. Basingstoke: Macmillan; 1988.
   Google Scholar