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Exploring Students' Understanding of the Limit of a Sequence through Digital and Physical Modalities
Peer reviewed
Download full textVoigt, Matthew – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The purpose of this study was to investigate how a set of physical and digital instructional activities can serve as an example space to help further develop a concept image that is aligned with the formal concept definition for the limit of a sequence. In addition, the unique affordances and constraints allowed by using either a physical or…
Descriptors: Teaching Methods, Concept Formation, Mathematical Concepts, Misconceptions
Stevens, Irma E.; Moore, Kevin C. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This report discusses the results of semi-structured clinical interviews with ten prospective secondary mathematics teachers who were provided with dynamic images of Ferris wheels. We asked the students to graph the relationship between the distance a rider traveled around the Ferris wheel and the height of the rider from the ground. We focus on…
Descriptors: Semi Structured Interviews, Preservice Teachers, Secondary School Teachers, Mathematics Teachers
Martínez-Planell, Rafael; Trigueros Gaisman, Maria; McGee, Daniel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
Action-Process-Object-Schema (APOS) Theory is applied to study student understanding of directional derivatives of functions of two variables. A conjecture of the main mental constructions that students may do in order to come to understand directional derivatives is proposed and is tested by conducting semi-structured interviews with 26 students…
Descriptors: Mathematical Concepts, Concept Formation, Mathematical Logic, Schemata (Cognition)
Direct linkFonger, Nicole L.; Davis, Jon D.; Rohwer, Mary Lou – School Science and Mathematics, 2018
This research addresses the issue of how to support students' representational fluency--the ability to create, move within, translate across, and derive meaning from external representations of mathematical ideas. The context of solving linear equations in a combined computer algebra system (CAS) and paper-and-pencil classroom environment is…
Descriptors: Mathematics Instruction, Mathematical Concepts, Algebra, Problem Solving
Stevens, Irma E.; Hobson, Natalie L. F.; Moore, Kevin C.; Paoletti, Teo; LaForest, Kevin R.; Mauldin, Kathryn D. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
Researchers have identified challenges students face when modeling dynamic situations. This report discusses the results of semi-structured clinical interviews with ten prospective secondary mathematics teachers who were provided with a dynamic image of a growing and shrinking cone. We asked the students to graph the relationship between the…
Descriptors: Mathematics Instruction, Semi Structured Interviews, Preservice Teachers, Secondary School Teachers
Blagdanic, Casandra; Chinnappan, Mohan – Australian Mathematics Teacher, 2013
Numeracy in schools is becoming an increasingly important part of mathematics learning and teaching. This is because educators want students to engage with mathematical concepts more deeply, use mathematics to make sense of their environment and make decisions that are based on the analysis of mathematical information. In order to be numerate,…
Descriptors: Statistical Analysis, Statistics, Data Interpretation, Numeracy
