Understanding the Integral: Students' Symbolic Forms

Autor/in	Jones, Steven R.
Titel	Understanding the Integral: Students' Symbolic Forms
Quelle	In: Journal of Mathematical Behavior, 32 (2013) 2, S.122-141 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2012.12.004
Schlagwörter	Physics; Calculus; Mathematics Instruction; Mathematical Concepts; Cognitive Processes; Problem Solving; Concept Formation + Suchen Sie Ihr Suchwort? Physik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Problemlösen; Concept learning; Begriffsbildung
Abstract	Researchers are currently investigating how calculus students understand the basic concepts of first-year calculus, including the integral. However, much is still unknown regarding the "cognitive resources" (i.e., stable cognitive units that can be accessed by an individual) that students hold and draw on when thinking about the integral. This paper presents cognitive resources of the integral that a sample of experienced calculus students drew on while working on pure mathematics and applied physics problems. This research provides evidence that students hold a variety of productive cognitive resources that can be employed in problem solving, though some of the resources prove more productive than others, depending on the context. In particular, conceptualizations of the integral as an addition over many pieces seem especially useful in multivariate and physics contexts. (Contains 2 tables and 12 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10