Defining as discursive practice in transition - Upper secondary students reinvent the formal definition of convergent sequences

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Abstract

The investigation of limits is at the heart of analysis at university. Accordingly, it is a worthwhile topic for transition courses. The present study engages upper secondary students in reinventing the definition of convergent sequences. Using a commognitive frame­work, the central development stages of the definition from expe­riential to abstract are empirically investigated in terms of activated secondary school discourses. The students' familiarity with secondary school discourses is critical, as it allows them to transition from grasping processes with metaphors towards grasping them as formal and abstract objects. For this, school objects act as intermediate steps. Further studies of transition courses should explicitly address the role of students' secondary notions as resources for reifying processes into abstract objects.
Original languageEnglish
Title of host publicationProceedings of INDRUM 2018: Second Conference of the International Network for Didactic Research in University Mathematics
EditorsViviane Durand-Guerrier, Reinhard Hochmuth, Simon Goodchild, Ninni Marie Hogstad
Place of PublicationAgder
PublisherUniversity of Agder and INDRUM
Pages537-546
Number of pages10
Publication statusPublished - 2018
Externally publishedYes
Event2nd Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018) - Kristiansand, Norway
Duration: 5 Apr 20187 Apr 2018
Conference number: 2
http://indrum2018.sciencesconf.org/

Conference

Conference2nd Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018)
Abbreviated titleINDRUM 2018
CountryNorway
Period5/04/187/04/18
Internet address

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    Schüler-Meyer, A. K. (2018). Defining as discursive practice in transition - Upper secondary students reinvent the formal definition of convergent sequences. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N. M. Hogstad (Eds.), Proceedings of INDRUM 2018: Second Conference of the International Network for Didactic Research in University Mathematics (pp. 537-546). University of Agder and INDRUM. https://hal.archives-ouvertes.fr/hal-01849923