Concept image revisited |
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Authors: | Erhan Bingolbali John Monaghan |
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Institution: | (1) Department of Education, 1.592, University of Tromsφ, 9037 Tromso, Norway |
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Abstract: | Concept image and concept definition is an important construct in mathematics education. Its use, however, has been limited
to cognitive studies. This article revisits concept image in the context of research on undergraduate students’ understanding
of the derivative which regards the context of learning as paramount. The literature, mainly on concept image and concept
definition, is considered before outlining the research study, the calculus courses and results which inform considerations
of concept image. Section 6 addresses three themes: students’ developing concept images of the derivative; the relationship
between teaching and students’ developing concept images; students’ developing concept images and their departmental affiliation.
The conclusion states that studies of undergraduates’ concept images should not ignore their departmental affiliations.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. |
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Keywords: | Analytical drawing Angle Climbing Contextual tool Embodied cognition Flow Van Hiele Mathematising Reinvention |
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