hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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
Development of students' concept images in analysis
Kristianstad University, School of Teacher Education. (LISMA)ORCID iD: 0000-0002-3613-6132
2009 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 4, 65-87 p.Article in journal (Refereed) Published
Abstract [en]

Students’ pre-knowledge and conceptual development in analysis were investigated at a teacher education program to reveal what pre-knowledge endured and how the students perceived the concepts a year after the course had ended. Questionnaires and interviews were used to collect data. Two students’ results are presented in more detail in the article. The study was cognitively framed with the influence of situated theories to take as many aspects of concept development into account as possible. The students showed numerous connections between concepts, but they were often unable to discern valid links from invalid links. The perceived richness from many connections causes unjustifiably strong self-confidence which prevents further work with the concept. A tool for classification of the students’ connections between concepts resulted from the analysis.

Abstract [sv]

Blivande gymnasielärares förkunskaper och begreppsliga utveckling i analys undersöktes i anslutning till deras första analyskurs. De fick en enkät i början av kursen och en intervju genomfördes ett år efter kursens slut för att spegla utvecklingen i deras begreppsbilder. Kopplingar mellan olika begreppsrepresentationer undersöktes och kategoriserades i en klassificeringsmodell som utvecklades efter analysen av studenternas hantering av begreppen. Den teoretiska ramen är kognitiv men har inslag av kontextuella teorier som komplement. Två studenter har valts ut för djupare beskrivningar i artikeln. Studenterna visade många kopplingar mellan begreppen, men också en oförmåga att avgöra om de är meningsfulla. Studenter upplever då att de har förmåga att koppla samman begrepp, som i sin tur ger ett obefogat starkt självförtroende. Delar av båda studenternas begreppsbilder var så pass utvecklade att studenterna kunde beskriva avgörande processer, men ingen av dem hade en formell begreppsbild.

Place, publisher, year, edition, pages
2009. Vol. 14, no 4, 65-87 p.
Keyword [en]
university students, mathematics, conceptual development, calculus
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-6272OAI: oai:DiVA.org:hkr-6272DiVA: diva2:299992
Available from: 2010-02-24 Created: 2010-02-24 Last updated: 2016-04-01Bibliographically approved

Open Access in DiVA

No full text

Authority records BETA

Juter, Kristina

Search in DiVA

By author/editor
Juter, Kristina
By organisation
School of Teacher Education
In the same journal
Nordisk matematikkdidaktikk
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 290 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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