Making sense of students' sense making: Revisiting the case of Colin through the lenses of the structural abstraction framework - Archive ouverte HAL
Communication Dans Un Congrès Année : 2016

Making sense of students' sense making: Revisiting the case of Colin through the lenses of the structural abstraction framework

Résumé

Here we use the evolving framework of structural abstraction as a theoretical lens to investigate how mathematics major university students understand the limit concept of a sequence. To this aim the theoretical framework is outlined and previous empirical data on one individual's partial (re-)construction of a convergent sequence is revisited. In doing so, we provide insights in how students who consider the formal definition of a mathematical concept as one of the components of their concept image involve it into their overall mathematical discourse when building new knowledge. Deeper analysis also reveals unsettled issues about structural abstraction and provides new directions for advancing our understanding of this kind of abstraction.

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Dates et versions

hal-01337900 , version 1 (27-06-2016)

Identifiants

  • HAL Id : hal-01337900 , version 1

Citer

Marcia Fusaro Pinto, Thorsten Scheiner. Making sense of students' sense making: Revisiting the case of Colin through the lenses of the structural abstraction framework. First conference of International Network for Didactic Research in University Mathematics, Mar 2016, Montpellier, France. ⟨hal-01337900⟩
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