The Limit Notation as a Mediator of Mathematical Discourse [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/in	Güçler, Beste
Titel	The Limit Notation as a Mediator of Mathematical Discourse [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Logic; Thinking Skills; Symbols (Mathematics); Case Studies; Undergraduate Students; College Mathematics; Calculus; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Denkfähigkeit; Case study; Fallstudie; Case Study; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	Symbols play important roles in higher-level mathematical thinking by providing flexibility and reducing cognitive load. However, they often have a dual nature since they can signify both processes and products of mathematics. The limit notation is considered to be a visual and symbolic mediator that reflects such duality, which presents challenges for students. This study focuses on one instructor's utilization of the limit notation and examines how it mediates his discourse on limits. The findings indicate that the process and product aspects of limit were both present in the instructor's use of the limit notation. Although he differentiated between these two aspects depending on the mathematical context, the distinction remained implicit for the students in the classroom. The study concludes that it is important for teachers to unpack the meanings inherent in symbols in the classroom to enhance mathematical communication. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01