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The validity of students' conceptions of differentiability and continuity
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- Juter, Kristina, 1971- (author)
- Högskolan Kristianstad,Avdelningen för Naturvetenskap,Forskningsmiljön Learning in Science and Mathematics (LISMA),LISMA
- (creator_code:org_t)
- Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012
- 2012
- English.
- In: Evaluation and comparison of mathematical achievement. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789197393485 ; , s. 121-130
- Conference paper (peer-reviewed)
Abstract
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- 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.
Subject headings
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- NATURAL SCIENCES -- Mathematics -- Other Mathematics (hsv//eng)
- NATURVETENSKAP -- Matematik -- Annan matematik (hsv//swe)
- NATURVETENSKAP -- Matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics (hsv//eng)
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- kon (subject category)
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