Definitions and examples in elementary calculus: the case of monotonicity of functions.

Autor/inn/en	Bardelle, Cristina; Ferrari, Pier Luigi
Titel	Definitions and examples in elementary calculus: the case of monotonicity of functions.
Quelle	In: ZDM : mathematics education, 43 (2011) 2, S. 233-246 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-010-0303-4
Schlagwörter	Bildungsforschung; Pädagogische Forschung; Verstehen; Schüler; Beispiel; Differenzialrechnung; Funktion (Math); Mathematikunterricht; Fachsprache
Abstract	This paper is devoted to the investigation of students' understanding and handling of examples in the framework of an example-based introductory mathematics undergraduate course. The plan of the course included a wide use of graphs in standard lectures, tutoring sessions as well as in examinations. This study deals with the notion of increasing function, which has been introduced by means of both the standard definition and a range of examples and non-examples, most often conveyed through graphs. We have analysed students' interpretations of the notion of increasing function as they applied them in a set of written examination tests. The data gathered have been completed by a number of interviews of students whose answers were difficult to interpret. The outcomes underline the importance of linguistic and semiotic competence and suggest that the design of innovative teaching paths should take care of the linguistic and semiotic skills needed to handle the representations involved.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2012/2