A Case Study of Conflicting Realizations of Continuity [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/in	Jayakody, Gaya N.
Titel	A Case Study of Conflicting Realizations of Continuity [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics; Mathematical Concepts; College Freshmen; Psychological Patterns; Calculus; Reliability; Definitions + Suchen Sie Ihr Suchwort? Mathematik; Studienanfänger; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Reliabilität; Begriffsbestimmung
Abstract	In this paper I present a case study to illustrate conflicts between different 'realizations' of the concept of 'continuous function' held by a university first year student. Sfard's commognitve framework is used in the analysis of a student's work on continuity. I point out how these conflicting realizations have arisen from the inconsistent definitions presented in text books and other mathematical resources. The study also points to the need of extending the notion of "commognitive conflict" in the framework. [For the complete proceedings, see ED597799.] (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