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Transformation and contextualisation: conceptualising students' conceptual understandings of threshold concepts in calculus
Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.ORCID-id: 0000-0002-1537-2697
2010 (engelsk)Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 59, nr 2, s. 221-241Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity to transform students' understanding. The present study explores students' understanding in relation to particular threshold concepts in mathematics-integral and limit-and tries to clarify in what sense developing an understanding of those threshold concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students' understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised in terms of shifts in students' contextualisations allowing the development of conceptions at different levels of abstraction simultaneously interacting to shape students' awareness of the ways of thinking and practising in the subject.

sted, utgiver, år, opplag, sider
2010. Vol. 59, nr 2, s. 221-241
Emneord [en]
Conceptual understanding, Contextualisation, Higher education, Mathematics, Student learning, Threshold concepts, Ways of thinking and practising
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-49291DOI: 10.1007/s10734-009-9244-7ISI: 000274037500006OAI: oai:DiVA.org:su-49291DiVA, id: diva2:378164
Merknad
authorCount :2Tilgjengelig fra: 2010-12-15 Laget: 2010-12-13 Sist oppdatert: 2019-12-04bibliografisk kontrollert

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