ERIC Number: EJ1338841
Record Type: Journal
Publication Date: 2022-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-3679
EISSN: N/A
High School Students Constructing Knowledge about Convergence and Limits
Elias, Dafna; Dreyfus, Tommy
Teaching Mathematics and Its Applications, v41 n2 p167-181 Jun 2022
We investigated how two didactical tools assist high school students in constructing knowledge about convergence and limits. The first tool is manual plotting of the terms of selected sequences, and the second, a technological applet. Student pairs worked in an interview setting on an activity designed for the purpose of this research. The interviews were transcribed and analysed using the RBC model of abstraction in context. The analysis of the interviews revealed that manual plotting supported students' development of intuition about convergence and the technological tool supported students in constructing a notion of 'as close as one pleases', thus making a step in the direction of the formal definition of limit. As a result, a structure of the elements of knowledge of the concept of convergence of sequences has been developed, the support of the tools has been evaluated and possible obstacles of the process have been identified.
Descriptors: High School Students, Mathematical Concepts, Mathematics Instruction, Abstract Reasoning, Cooperative Learning, Technology Uses in Education, Group Activities, Concept Formation, Instructional Materials
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A