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The validity of students’ conceptions of differentiability and continuity

Juter, Kristina LU orcid (2012) In Skrifter från Svensk förening för matematikdidaktisk forskning 9. p.121-130
Abstract
University students’ conceptions of differentiability, continuity and relations
between these 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. The results were analysed and categorized
through a framework based on understanding as connections between concepts,
and a theory of three modes of developing mathematical knowledge. The students
showed ambiguous representations opposing their own statements in some cases.
The most common feature of the students’ descriptions of a continuous function
was incorrectness, implying a need to develop the students’ concept images in
that area.
Please use this url to cite or link to this publication:
author
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Evaluation and comparison of mathematical achievement : Dimensions and perspectives, Proceedings of Madif 8 - Dimensions and perspectives, Proceedings of Madif 8
series title
Skrifter från Svensk förening för matematikdidaktisk forskning
editor
Bergsten, C. ; Jablonka, E. and Raman, M.
volume
9
pages
121 - 130
publisher
Swedish Society for Research in Mathematics Education (SMDF)
ISSN
1651-3274
ISBN
9789197393485
language
English
LU publication?
no
id
4aa42a82-7f4e-43e1-b085-07901d73a8c9
date added to LUP
2024-09-05 23:06:05
date last changed
2025-04-04 14:46:39
@inproceedings{4aa42a82-7f4e-43e1-b085-07901d73a8c9,
  abstract     = {{University students’ conceptions of differentiability, continuity and relations<br/>between these concepts were studied to reveal their choices of representations<br/>and their strategies to justify their relational claims. Questionnaires and interviews were used to collect data. The results were analysed and categorized<br/>through a framework based on understanding as connections between concepts,<br/>and a theory of three modes of developing mathematical knowledge. The students<br/>showed ambiguous representations opposing their own statements in some cases.<br/>The most common feature of the students’ descriptions of a continuous function<br/>was incorrectness, implying a need to develop the students’ concept images in<br/>that area.}},
  author       = {{Juter, Kristina}},
  booktitle    = {{Evaluation and comparison of mathematical achievement : Dimensions and perspectives, Proceedings of Madif 8}},
  editor       = {{Bergsten, C. and Jablonka, E. and Raman, M.}},
  isbn         = {{9789197393485}},
  issn         = {{1651-3274}},
  language     = {{eng}},
  pages        = {{121--130}},
  publisher    = {{Swedish Society for Research in Mathematics Education (SMDF)}},
  series       = {{Skrifter från Svensk förening för matematikdidaktisk forskning}},
  title        = {{The validity of students’ conceptions of differentiability and continuity}},
  volume       = {{9}},
  year         = {{2012}},
}