Abstract In this paper, we study some processes underlying the generation of examples in Real Analysis carried out by university students. In particular, we analyze the role of visualization, the activation and management of different registers, the influence of prototypes and the interactions between concept image and concept definition. Then, we outline the didactical value of examples generations tasks: they may help teachers to test their students’ level of conceptualization, and may help students to give meaning to mathematical definitions.
Costruzione di esempi in analisi matematica da parte di studenti universitari. L'Insegnamento della Matematica e delle Scienze Integrate
FURINGHETTI, FULVIA;MORSELLI, FRANCESCA;
2008-01-01
Abstract
Abstract In this paper, we study some processes underlying the generation of examples in Real Analysis carried out by university students. In particular, we analyze the role of visualization, the activation and management of different registers, the influence of prototypes and the interactions between concept image and concept definition. Then, we outline the didactical value of examples generations tasks: they may help teachers to test their students’ level of conceptualization, and may help students to give meaning to mathematical definitions.
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