Students’ Concept Image and Its Impact on Reasoning towards the Concept of the Derivative

作者: Budi Nurwahyu , Georgina Maria Tinungki , Mustangin Mustangin

DOI: 10.12973/EU-JER.9.4.1723

关键词:

摘要:

参考文章(7)
David Tall, Shlomo Vinner, Concept Image and Concept Definition in Mathematics with particular reference to Limits and Continuity Educational Studies in Mathematics. ,vol. 12, pp. 151- 169 ,(1981) , 10.1007/BF00305619
Barbara S. Edwards, Michael B. Ward, Surprises from mathematics education research: student (mis)use of mathematical definitions American Mathematical Monthly. ,vol. 111, pp. 411- 424 ,(2004) , 10.1080/00029890.2004.11920092
Shlomo Vinner, Concept definition, concept image and the notion of function International Journal of Mathematical Education in Science and Technology. ,vol. 14, pp. 293- 305 ,(1983) , 10.1080/0020739830140305
Mary Mueller, Carolyn Maher, Learning to Reason in an Informal Math After-School Program Mathematics Education Research Journal. ,vol. 21, pp. 7- 35 ,(2009) , 10.1007/BF03217551
Johan Lithner, A research framework for creative and imitative reasoning Educational Studies in Mathematics. ,vol. 67, pp. 255- 276 ,(2008) , 10.1007/S10649-007-9104-2
Norman K. Denzin, Yvonna S. Lincoln, Introduction: The Discipline and Practice of Qualitative Research. Sage Publications Ltd. ,(2005)