High School Students Constructing Knowledge about Convergence and Limits

Autor/inn/en	Elias, Dafna; Dreyfus, Tommy
Titel	High School Students Constructing Knowledge about Convergence and Limits
Quelle	In: Teaching Mathematics and Its Applications, 41 (2022) 2, S.167-181 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrab035
Schlagwörter	High School Students; Mathematical Concepts; Mathematics Instruction; Abstract Reasoning; Cooperative Learning; Technology Uses in Education; Group Activities; Concept Formation; Instructional Materials + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Abstraktes Denken; Denken; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gruppenaktivität; Concept learning; Begriffsbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	We investigated how two didactical tools assist high school students in constructing knowledge about convergence and limits. The first tool is manual plotting of the terms of selected sequences, and the second, a technological applet. Student pairs worked in an interview setting on an activity designed for the purpose of this research. The interviews were transcribed and analysed using the RBC model of abstraction in context. The analysis of the interviews revealed that manual plotting supported students' development of intuition about convergence and the technological tool supported students in constructing a notion of 'as close as one pleases', thus making a step in the direction of the formal definition of limit. As a result, a structure of the elements of knowledge of the concept of convergence of sequences has been developed, the support of the tools has been evaluated and possible obstacles of the process have been identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01