In this paper we report the first phase of a study that aims to analyse curriculum content, pedagogical practice and student perceptions of the complex, often counter-intuitive but significant mathematical concept of infinite sum (aka series in Calculus). Sources of student difficulty with the concept identified in previous, not very extensive, research include:
certain student perceptions of infinity; limited exposure to visualisation, contextualisation and applications of infinite sums; and, teaching through reduction to an algorithmic approach. Here we report preliminary analyses regarding curriculum content and, in particular, the initial phases of a three-dimensional analysis (cognitive, epistemological, didactical) of mainstream texts used to introduce the concept to undergraduates in the
UK.
%0 Journal Article
%1 nardi2008introducing
%A Nardi, Elena
%A Biza, Irene
%A González-Martín, Alejandro
%B Proceedings of the Conference of the British Society for Research into the Learning of Mathematics
%D 2008
%K Infinite application curiculum limit mathematics postviva sequences sum university visualization
%N 3
%P 84-89
%T Introducing the concept of infinite sum: Preliminary analyses of curriculum content
%U http://www.bsrlm.org.uk/IPs/ip28-3/BSRLM-IP-28-3-15.pdf
%V 28
%X In this paper we report the first phase of a study that aims to analyse curriculum content, pedagogical practice and student perceptions of the complex, often counter-intuitive but significant mathematical concept of infinite sum (aka series in Calculus). Sources of student difficulty with the concept identified in previous, not very extensive, research include:
certain student perceptions of infinity; limited exposure to visualisation, contextualisation and applications of infinite sums; and, teaching through reduction to an algorithmic approach. Here we report preliminary analyses regarding curriculum content and, in particular, the initial phases of a three-dimensional analysis (cognitive, epistemological, didactical) of mainstream texts used to introduce the concept to undergraduates in the
UK.
@article{nardi2008introducing,
abstract = {In this paper we report the first phase of a study that aims to analyse curriculum content, pedagogical practice and student perceptions of the complex, often counter-intuitive but significant mathematical concept of infinite sum (aka series in Calculus). Sources of student difficulty with the concept identified in previous, not very extensive, research include:
certain student perceptions of infinity; limited exposure to visualisation, contextualisation and applications of infinite sums; and, teaching through reduction to an algorithmic approach. Here we report preliminary analyses regarding curriculum content and, in particular, the initial phases of a three-dimensional analysis (cognitive, epistemological, didactical) of mainstream texts used to introduce the concept to undergraduates in the
UK.},
added-at = {2009-10-13T12:59:02.000+0200},
author = {Nardi, Elena and Biza, Irene and González-Martín, Alejandro},
biburl = {https://www.bibsonomy.org/bibtex/2196cd967ca3ffd5d05cfc87567a67992/yish},
booktitle = {Proceedings of the Conference of the British Society for Research into the Learning of Mathematics},
interhash = {2d5f8ea4b32b9b216c0fbfb410e6732f},
intrahash = {196cd967ca3ffd5d05cfc87567a67992},
keywords = {Infinite application curiculum limit mathematics postviva sequences sum university visualization},
number = 3,
pages = {84-89},
timestamp = {2009-10-13T12:59:02.000+0200},
title = {Introducing the concept of infinite sum: Preliminary analyses of curriculum content},
url = {http://www.bsrlm.org.uk/IPs/ip28-3/BSRLM-IP-28-3-15.pdf},
volume = 28,
year = 2008
}