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Threshold concepts are transformative in that they trigger a shift in perception. They are irreversible – once you’ve ‘got it’, you can’t unlearn it. They expose previously hidden or unrecognised connections between different areas or representations of maths. They are particular to a discipline and they usually involve what Meyer and Land call ‘troublesome knowledge’. Since threshold concepts are such a fundamental idea, I’m interested in seeing whether they may be incorporated into the framework in some way. I can’t find much work on this which is maths specific, so I would appreciate knowledge of any reading you could point me to.
My questions are:
1) What are the threshold concepts in maths? Is there a definitive list of these somewhere or are there many personal versions?
2) Is the term threshold concept a useful one in the context of the framework?
3) To what extent is the grasping of threshold concepts essential/ necessary/useful for progression?
Meyer and Land (eds) (2006) Overcoming Barriers to Student Understanding: threshold concepts and troublesome knowledge. London. Routledge
Meyer and Land (2005) Threshold concepts and troublesome knowledge Higher Education 49 373-388
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