Sequence limits in calculus: using design research and building on intuition to support instruction.

Autor/inn/en	Keene, Karen Allen; Hall, William; Duca, Alina
Titel	Sequence limits in calculus: using design research and building on intuition to support instruction.
Quelle	In: ZDM : mathematics education, 46 (2014) 4, S. 561-574 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0597-8
Schlagwörter	Lehrerausbildung; Lehrerbildung; Lehren; Mathematikunterricht; Rechnen
Abstract	This article is based on research completed within an ongoing project to develop a calculus course which serves as the foundation for the mathematical education of undergraduate students who are training to become elementary teachers. Several research-based activities have been developed, tested, and refined. In this paper we discuss how the design research approach was used to create and implement an instructional task that introduces the concept of limit of a sequence using popular characters from a children's television show. We present the intuition that students brought to the instructional sequence, the development of the tasks based on the instructional design theory of realistic mathematics education, and the evolution of the intuition that students displayed after instruction. Results include the instructional task developed and student work which reveals that students use context, informal notions of limit, and the notion of "arbitrarily close" to write about their limit understandings.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/2