Students' Struggles with Temporal Order in the Limit Definition: Uncovering Resources Using Knowledge in Pieces

Autor/in	Adiredja, Aditya P.
Titel	Students' Struggles with Temporal Order in the Limit Definition: Uncovering Resources Using Knowledge in Pieces
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 9, S.1295-1321 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adiredja, Aditya P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1754477
Schlagwörter	Mathematics Instruction; Teaching Methods; Difficulty Level; Generalization; Cues; Context Effect; Constructivism (Learning); Case Studies; Prior Learning; Video Technology; Undergraduate Students; Calculus; Comparative Analysis; Student Attitudes; Logical Thinking; Problem Solving; Sequential Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Stichwort; Case study; Fallstudie; Case Study; Vorkenntnisse; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schülerverhalten; Problemlösen; Didaktische Sequenzierung; Lernsequenz
Abstract	A few case studies have suggested students' struggles with the "temporal order" of epsilon and delta in the formal limit definition. This study problematizes this hypothesis by exploring students' claims in different contexts and uncovering productive resources from students to make sense of the critical relationship between epsilon and delta. A three-step analysis supports these aims. The analysis starts by investigating the generalizability and specificity of the struggle with the temporal order. Then, analysing students' justifications reveals dominant ideas supporting students' claims. Finally, attending to the foci of the justifications reveals the potential resources to make sense of the temporal order. This study illustrates the productivity of the principles "context sensitivity," "cueing priority," and "reliability priority" from Knowledge in Pieces in understanding students' struggles. The study offers the three-step analysis as a method to approach students' understanding from an anti-deficit perspective. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01