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Different views – some Swedish mathematics students’ concept images of the function concept
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
University of Eastern Finland .
2010 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 15, no 4, p. 5-24Article in journal (Other academic) Published
Abstract [en]

This study analyses what kind of concept images a group of engineering and teacher students have of the function concept, and how these concept images are related to the historical development of this concept. The study was conducted using questionnaires, and 34 students at a Swedish university participated. It is found that the students primarily rely on operational conceptions of the function concept, with only a minority of students possessing structural conceptions. The definitions given by the students mostly resemble an 18th or 19th century view of functions. The study also indicates that the character of the definitions given in the textbooks used by the students affect their concept images.

Place, publisher, year, edition, pages
NCM , 2010. Vol. 15, no 4, p. 5-24
Keyword [en]
mathematics education, function concept, university mathematics, students, concept image
National Category
Pedagogical Work Mathematics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-31586OAI: oai:DiVA.org:kau-31586DiVA, id: diva2:699329
Available from: 2014-02-27 Created: 2014-02-27 Last updated: 2017-12-05Bibliographically approved
In thesis
1. The function concept and university mathematics teaching
Open this publication in new window or tab >>The function concept and university mathematics teaching
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. p. 100
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:12
Keyword
mathematics, university education, commognitive framework, function concept, discourse, teaching
National Category
Other Mathematics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-31205 (URN)978-91-7063-543-4 (ISBN)
Public defence
2014-03-21, 99:133, Hus Freja, Högskolan i Gävle, Gävle, 13:00 (English)
Opponent
Supervisors
Available from: 2014-02-27 Created: 2014-02-05 Last updated: 2015-12-29Bibliographically approved

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Viirman, Olov

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CiteExportLink to record
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Citation style
  • apa
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Output format
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