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.
|Titel på värdpublikation||Proceedings of the V congress of the European society for research in mathematics education CERME 5|
|Redaktörer||D. Pitta-Pantazi , G. Philippou|
|Status||Publicerad - 2007|
|Evenemang||CERME 5 - |
Varaktighet: 1980-jan.-01 → …
|Period||80-01-01 → …|
- Didaktik (50302)