Trying to reach the limit--The role of algebra in mathematical reasoning
C. Bergsten. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 2, page 153-160. Prague, Czech Republic July 16-21, (2006)
Abstract
In this paper the role of algebra in students’ mathematical reasoning about limits of
functions in undergraduate mathematics is analysed, considering the students’ educational
setting. Data from a video study where six students worked in pairs to solve
problems on limits of functions, and an analysis of their calculus lectures, indicate
that algebra is at the same time a key and a lock to reach the limit in these problems.
This double effect is related to the mathematical organisation taught, as well as the
students’ sense of authority as internal or external.
%0 Conference Paper
%1 bergsten-trying
%A Bergsten, Christer
%B Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education
%C Prague, Czech Republic July 16-21
%D 2006
%K algebra learning limit mathematics postviva reasoning
%P 153-160
%T Trying to reach the limit--The role of algebra in mathematical reasoning
%U http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/8c/0d.pdf#page=161
%V 2
%X In this paper the role of algebra in students’ mathematical reasoning about limits of
functions in undergraduate mathematics is analysed, considering the students’ educational
setting. Data from a video study where six students worked in pairs to solve
problems on limits of functions, and an analysis of their calculus lectures, indicate
that algebra is at the same time a key and a lock to reach the limit in these problems.
This double effect is related to the mathematical organisation taught, as well as the
students’ sense of authority as internal or external.
@inproceedings{bergsten-trying,
abstract = {In this paper the role of algebra in students’ mathematical reasoning about limits of
functions in undergraduate mathematics is analysed, considering the students’ educational
setting. Data from a video study where six students worked in pairs to solve
problems on limits of functions, and an analysis of their calculus lectures, indicate
that algebra is at the same time a key and a lock to reach the limit in these problems.
This double effect is related to the mathematical organisation taught, as well as the
students’ sense of authority as internal or external.},
added-at = {2009-10-13T13:31:56.000+0200},
address = {Prague, Czech Republic July 16-21},
author = {Bergsten, Christer},
biburl = {https://www.bibsonomy.org/bibtex/28fe97e8c081768e8c964b0efc7318b4f/yish},
booktitle = {Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education},
interhash = {fce73dea52c0843b428602d6f2b088e7},
intrahash = {8fe97e8c081768e8c964b0efc7318b4f},
keywords = {algebra learning limit mathematics postviva reasoning},
pages = {153-160},
timestamp = {2009-10-13T13:31:57.000+0200},
title = {Trying to reach the limit--The role of algebra in mathematical reasoning},
url = {http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/8c/0d.pdf#page=161},
volume = 2,
year = 2006
}