University students' contextualisations of threshold concepts in calculus
2010 (English)In: Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, The seventh mathematics education research seminar, Stockholm, 26-27 January 2010 / [ed] Christer Bergsten, Eva Jablonka, Tine Wedege, Linköping: Svensk förening för matematikdidaktisk forskning , 2010Conference paper (Refereed)
Two empirical studies were carried out to explore students’ understandings of threshold concepts in calculus. The studies investigated engineering and mathematics students’ understandings of the concepts of function, limit, derivative and integral. The engineering students expressed their understanding in an algorithmic context, in which procedural knowledge was predominant. The students in the mathematics programme expressed their understanding in a formal context where also intuitive ideas played an important role. The results also point out the importance of contextual shifts in the development of conceptual understanding of function, limit, derivative and integral as threshold concepts.
Place, publisher, year, edition, pages
Linköping: Svensk förening för matematikdidaktisk forskning , 2010.
, Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 7
threshold concepts, calculus, contextualisation, university mathematics
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-52114ISBN: 91-973934-6-0OAI: oai:DiVA.org:su-52114DiVA: diva2:386760
MADIF7, The seventh mathematics education research seminar, Stockholm, 26-27 January 2010