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Article de revue:
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ID no. (ISBN etc.): 1098-6065
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Clé de citation BibTeX: Juter2006
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Juter, K. (2006). Limits of functions as they developed through time and as students learn them today. mathematical thinking and learning, 8(4), pp. 407–431.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:04 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:34:38
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: cognitive development, college students, Concept Formation, historical development, History, Learning, mathematician, Mathematicians, Mathematics (Concepts), Mathematics Education, School Learning, TEACHING, university students
Auteurs: Juter
Collection: mathematical thinking and learning
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Nombre de vues: 377
Popularité: 34.24%
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Résumé
This article compares first-year university students' development of the concept of limits to mathematicians' historical development of the concept. The aim was to find out if students perceive the notion as mathematicians of the past did, as understandings of the concept evolved. The results imply that there are some similarities--for example, the struggle with rigor and attainability. Knowledge of such critical areas can be used to improve students' opportunities of learning limits of functions. Some teaching aspects related to the study are also discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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