Abstract
Students’ learning developments of limits were studied in a calculus course. Their actions, such as problem solving and reasoning, were considered traces of their mental representations of concepts and were used to describe the developments during a semester. Several students went through the course with a vague conception of limits which in some cases was wrong. A higher awareness about their mental representations’ reliability is required.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the V congress of the European society for research in mathematics education CERME 5 |
| Editors | D. Pitta-Pantazi , G. Philippou |
| Pages | 2320-2329 |
| Number of pages | 9 |
| Publication status | Published - 2007 |
| Event | CERME 5 - Duration: 1980-Jan-01 → … |
Conference
| Conference | CERME 5 |
|---|---|
| Period | 80-01-01 → … |
Swedish Standard Keywords
- Didactics (50302)
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