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The validity of students' conceptions of differentiability and continuity
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-3613-6132
2012 (English)In: Evaluation and comparison of mathematical achievement: dimensions and perspectives : proceedings of MADIF 8 : the eighth Swedish mathematics education research seminar, Umeå, January 24-25, 2012 / [ed] C. Bergsten, E. Jablonka & M. Raman, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012, 121-130 p.Conference paper (Refereed)
Abstract [en]

University students’ conceptions of differentiability, continuity and relations between the concepts were studied to reveal their choices of representations and their strategies to justify their relational claims. Questionnaires and interviews were used to collect data (questionnaires in the part presented here). The results were analysed and categorized through a framework based on Skemp’s (1976) definitions of relational and instrumental understanding, and Tall’s (2004) three worlds of mathematics. The students showed ambiguous representations opposing their own statements in some cases. The most common feature among the students to describe a continuous function was incorrect implying a need to develop the students’ concept images in that area.

Place, publisher, year, edition, pages
Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012. 121-130 p.
, Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 9
National Category
Educational Sciences Other Mathematics
URN: urn:nbn:se:hkr:diva-10637ISBN: 9789197393485OAI: diva2:629457
Available from: 2013-06-17 Created: 2013-06-17 Last updated: 2016-04-01Bibliographically approved

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Juter, Kristina
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