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University students linking limits, derivatives, integrals and continuity
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. (LISMA)ORCID iD: 0000-0002-3613-6132
2011 (English)In: Proceedings of the seventh congress of the European Society for Research in Mathematics Education  / [ed] M. Pytlak, T. Rowland & E. Swoboda, 2011, p. 2043-2052Conference paper, Published paper (Refereed)
Abstract [en]

Mathematical concepts are mentally represented differently depending on individual, context and existing conceptions of related concepts among other things. The present paper reports on a study of students‘ representations in analysis with an emphasis on the types of representations and the links they have between their representations. The data collection was designed to evoke different parts of the students‘ concept images and also to return to the concepts several times over time at every data collection session. The results show that formal and intuitive representations in combination are rare. The number of links between concepts is not in itself a measure of the quality of the concept image, as there is a vast number of erroneous links misleading the students to think they understand the concepts.

Place, publisher, year, edition, pages
2011. p. 2043-2052
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-17800OAI: oai:DiVA.org:hkr-17800DiVA, id: diva2:1174890
Conference
CERME 7
Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2018-01-17Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf