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Conceptual change and connections in analysis

Juter, Kristina LU orcid (2010) Sixth Congress of the European Society for Research in Mathematics Education, CERME 6 p.2277-2285
Abstract
The paper presents a work in progress which is part of a larger study. Students
learning analysis was investigated with the aim to find out how their concept images changed from the beginning of an analysis course to a year after the course. Their links between concepts were studied after the year had passed. The influence of the students’ pre-knowledge was durable and sometimes prevented students from making connections or abstractions.
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
Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, CERME 6
editor
Durand-Guerrier, V. ; Soury-Lavergne, S. and Arzarello, F.
pages
2277 - 2285
publisher
Institut national de recherché pédagogique
conference name
Sixth Congress of the European Society for Research in Mathematics Education, CERME 6
conference location
Lyon, France
conference dates
2009-01-28 - 2009-02-01
ISBN
978-2-7342-1190-7
language
English
LU publication?
no
id
93f292b8-1969-46be-8d69-d0d2ea8881f3
date added to LUP
2024-09-08 17:58:02
date last changed
2025-04-04 13:54:24
@inproceedings{93f292b8-1969-46be-8d69-d0d2ea8881f3,
  abstract     = {{The paper presents a work in progress which is part of a larger study. Students<br/>learning analysis was investigated with the aim to find out how their concept images changed from the beginning of an analysis course to a year after the course. Their links between concepts were studied after the year had passed. The influence of the students’ pre-knowledge was durable and sometimes prevented students from making connections or abstractions.}},
  author       = {{Juter, Kristina}},
  booktitle    = {{Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, CERME 6}},
  editor       = {{Durand-Guerrier, V. and Soury-Lavergne, S. and Arzarello, F.}},
  isbn         = {{978-2-7342-1190-7}},
  language     = {{eng}},
  pages        = {{2277--2285}},
  publisher    = {{Institut national de recherché pédagogique}},
  title        = {{Conceptual change and connections in analysis}},
  year         = {{2010}},
}