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Trying to reach the limit: The role of algebra in mathematical reasoning
Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.ORCID iD: 0000-0002-3681-3535
2006 (English)In: Proceedings of the 30th conference of the International group for the psychology of mathematics education, vol2 / [ed] J. Novotná, H. Moraová, M. Krátká and N. Stehlíková, Prag: The International Group for the Psychology of Mathematics Education , 2006, 153-160 p.Conference paper, Published paper (Other academic)
Abstract [en]

In this paper the role of algebra in students- mathematical reasoning about limits of functions in undergraduate mathematics is analysed, considering the students- edu¬cational setting. Data from a video study where six students worked in pairs to solve problems on limits of functions, and an analysis of their calculus lectures, indicate that algebra is at the same time a key and a lock to reach the limit in these problems. This double effect is related to the mathematical organisation taught, as well as the students- sense of authority as internal or external.

Place, publisher, year, edition, pages
Prag: The International Group for the Psychology of Mathematics Education , 2006. 153-160 p.
Series
PME Conference Proceedings, ISSN 0771-100X
Keyword [en]
mathematics education, limits, algebra
National Category
Mathematics
Identifiers
URN: urn:nbn:se:liu:diva-36749ISI: 000281571200020Local ID: 32345OAI: oai:DiVA.org:liu-36749DiVA: diva2:257598
Conference
Conference of the International Group for the Psychology of Mathematics Education, 16 – 21 July, Prague, Czech Republic
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2016-11-30Bibliographically approved

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Bergsten, Christer

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