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University students’ understandings of concept relations and preferred representations of continuity and differentiability
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0002-3613-6132
2017 (engelsk)Inngår i: Proceedings of the Tenth Congress of the European Society for Researchin Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland / [ed] Dooley, T. & Gueudet, G, Dublin, Ireland: DCU Institute of Education and ERME , 2017Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The aim of the study reported in this paper is to investigate how students understand continuity and differentiability during and after a calculus course. The students’ choices of representations, both claimed and acted, were also studied. The study is part of a larger study of four student groups taking a calculus course. 207 students answered a questionnaire during the course and of them, 11 were interviewed after the course (the ones in this paper). Answers in questionnaires and interviews were categorised and compared. All students who preferred formal theoretical representations, and only those students, were able to produce formal proofs. The students’ stated and acted preferencesof representations were quite coherent, with only a few inconsistencies.

sted, utgiver, år, opplag, sider
Dublin, Ireland: DCU Institute of Education and ERME , 2017.
Emneord [en]
Calculus, continuity, differentiability, understanding, representations
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-17089OAI: oai:DiVA.org:hkr-17089DiVA, id: diva2:1131352
Konferanse
CERME10, 1 – 5 February 2017, Dublin
Tilgjengelig fra: 2017-08-14 Laget: 2017-08-14 Sist oppdatert: 2017-11-01bibliografisk kontrollert

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