First-year students’ commognitive conflicts concerning sequences and functions
Résumé
We present part of an ongoing study aiming to explore the discursive activity of first-year students in Calculus. We focus on evidence of students’ commognitive conflicts regarding the realisation of sequences. These commognitive conflicts emerged from contradictory narratives regarding the transition from school to university mathematical discourse. From the data of our study, contradictory narratives emerged about the graph of a sequence and the relationship between the functions and sequences. The different narratives and routines concerning sequences and functions between school and university discourses lead to the emergence of commognitive conflicts.
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