Examining One Mathematician’s Class Practices Using a Possible Students’ Cognitive Model of Limit (Poster 20)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Mathematical Teaching and Learning Poster Session

Abstract

In this study, we examined one experienced mathematician’s class practices, with particular attention to cognitive model described in genetic decomposition. Four limit lessons and implemented tasks were analyzed to determine if students had opportunities to be familiar with the first three steps in genetic decomposition. Our findings indicate that students only had limited opportunities to be familiar with the first three steps in genetic decomposition, which may potentially lead students to answer limit tasks correctly, but not necessarily having a deep conceptual understanding behind those tasks.

Authors

• Dae S. Hong, University of Iowa

• Richard Carlos L. Velasco, University of Florida