Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Investigation of SomeCognitive Difficulties inSet Theory
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
2013 (Engelska)Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
Abstract [en]

A previous study on students approach to problems of Set Theory in Iran brought me somehypotheses. These encouraged me to test the hypotheses in this supplementary study. Mypurpose of this study was to consider some students' cognitive difficulties in Set Theory. Iinvestigated students’ conceptual understanding of two major concepts of Set Theory – theconcepts of inclusion and belonging. I also studied the ways students use Venn diagram tofigure out problems in Set Theory. I wanted to examine how students figure out the differentmeanings of words in the natural and formal language. To do so, I analyzed six experiments. Icompared three experiments with the experiments of my previous study in Iran. My researchquestions suggested using a qualitative research method. My theoretical framework built aroundtheories of semiotic activities, which were used in the analysis.The results indicated that students can make unfortunate use of Euler–Venn diagrams. A set ofsets was a difficult concept for students. Some words in natural language, even the word "set" inboth natural and formal language, caused confusion for students when introduced in Settheoretic contexts. Students failed sometimes to distinguish between sets and elements. Theexperiments showed that students’ cultural context had affect on students' cognition regardingmathematical objects.

Ort, förlag, år, upplaga, sidor
2013. , s. 49
Nyckelord [en]
College students, Euler–Venn diagrams, inclusion and belonging, cognitive difficulties, semiotic activities, set theory
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-91976OAI: oai:DiVA.org:su-91976DiVA, id: diva2:636508
Presentation
2011-08-31, Stockholm, 12:26 (Svenska)
Handledare
Examinatorer
Tillgänglig från: 2013-08-06 Skapad: 2013-07-10 Senast uppdaterad: 2013-08-06Bibliografiskt granskad

Open Access i DiVA

fulltext(1485 kB)1117 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 1485 kBChecksumma SHA-512
0a839df6e34721cafe82b481e92080ec310f3b9536de6a2861e4a572cdbaf37ba648fdac09683484e435a4fd977f1042741c911ade0d633b9673bd3ac46c1124
Typ fulltextMimetyp application/pdf

Av organisationen
Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Didaktik

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 1117 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 1165 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf