University students’ understandings of concept relations and preferred representations of continuity and differentiability
(2017) Tenth Congress of the European Society for Research in Mathematics Education, CERME 10 p.2121-2128- Abstract
- 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 preferences of representations were quite coherent, with only... (More) - 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 preferences of representations were quite coherent, with only a few inconsistencies. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/b660fc3b-3ae2-4d2e-9175-742e5d203ffe
- author
- Juter, Kristina LU
- publishing date
- 2017
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education
- editor
- Dooley, T. and Gueudet, G.
- pages
- 2121 - 2128
- publisher
- Dublin City University
- conference name
- Tenth Congress of the European Society for Research in Mathematics Education, CERME 10
- conference location
- Dublin, Ireland
- conference dates
- 2017-02-01 - 2017-02-05
- ISBN
- 9781873769737
- language
- English
- LU publication?
- no
- id
- b660fc3b-3ae2-4d2e-9175-742e5d203ffe
- alternative location
- https://hal.science/CERME10/public/CERME10_Complete.pdf
- date added to LUP
- 2024-03-07 21:49:52
- date last changed
- 2024-03-14 13:37:14
@inproceedings{b660fc3b-3ae2-4d2e-9175-742e5d203ffe,
abstract = {{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<br/>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 preferences of representations were quite coherent, with only a few inconsistencies.}},
author = {{Juter, Kristina}},
booktitle = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education}},
editor = {{Dooley, T. and Gueudet, G.}},
isbn = {{9781873769737}},
language = {{eng}},
pages = {{2121--2128}},
publisher = {{Dublin City University}},
title = {{University students’ understandings of concept relations and preferred representations of continuity and differentiability}},
url = {{https://hal.science/CERME10/public/CERME10_Complete.pdf}},
year = {{2017}},
}