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Studying concept elements as away to trace students’ conceptual understanding
Kristinehamns kommun.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).ORCID iD: 0000-0002-7956-8795
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).ORCID iD: 0000-0001-6525-9871
2019 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 1, p. 5-26Article in journal (Refereed) Published
Abstract [en]

The understanding of mathematical concepts has been described in terms of conceptdefinition and concept image. We suggest an elaboration of these constructs, theconcept element, to find a way to theoretically describe students’ understanding.The concept element construct was tested in a setting with students working withlinear functions at the secondary school level. Our empirical findings reveal tracesof students’ concept elements regarding linear functions. Some concept elementsappeared early in the process while others appeared after a cognitive conflict (e.g.evoked by the task construction and setting). The detailed grid on which concept elementsare defined was a useful tool, yielding new insights into students’ knowledgeand understanding.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2019. Vol. 24, no 1, p. 5-26
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
URN: urn:nbn:se:kau:diva-71839OAI: oai:DiVA.org:kau-71839DiVA, id: diva2:1305053
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-15Bibliographically approved

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Liljekvist, Yvonnevan Bommel, Jorryt

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
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  • Other locale
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Output format
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