Strong and Weak Metaphors for Limits [electronic resource] / Michael C. F. Oehrtman.
The metaphorical nature of first-year calculus students' reasoning about limit concepts is explored using an instrumentalist approach. Analysis of written and verbal language reveals that, while these students used motion terminology profusely when discussing limits, it was typically not intend...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2003.
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MARC
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| 100 | 1 | |a Oehrtman, Michael C. F. | |
| 245 | 1 | 0 | |a Strong and Weak Metaphors for Limits |h [electronic resource] / |c Michael C. F. Oehrtman. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2003. | ||
| 300 | |a 8 pages. | ||
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| 500 | |a Abstractor: Author. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 520 | |a The metaphorical nature of first-year calculus students' reasoning about limit concepts is explored using an instrumentalist approach. Analysis of written and verbal language reveals that, while these students used motion terminology profusely when discussing limits, it was typically not intended to signify actual motion and did not play a significant role in their reasoning about limiting situations. In contrast, many of these students employed other non-standard metaphors, involving for example collapsing dimensions, to explore these situations and to build their emerging understanding of limit concepts. [For complete proceedings, see ED500858.] | ||
| 524 | |a International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p397-404. |2 ericd. | ||
| 650 | 0 | 7 | |a Motion. |2 ericd. |
| 650 | 0 | 7 | |a Vocabulary. |2 ericd. |
| 650 | 0 | 7 | |a Calculus. |2 ericd. |
| 650 | 0 | 7 | |a Figurative Language. |2 ericd. |
| 650 | 0 | 7 | |a Mathematical Concepts. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a College Students. |2 ericd. |
| 650 | 0 | 7 | |a Introductory Courses. |2 ericd. |
| 650 | 0 | 7 | |a Interviews. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Feedback (Response) |2 ericd. |
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