Conceptions of student teachers on the limit concept

Christoph Ableitinger; Stefan Götz; Roland Steinbauer

Conceptions of student teachers on the limit concept

Christoph Ableitinger, Stefan Götz, Roland Steinbauer (Corresponding author)

Publications: Contribution to book › Contribution to proceedings › Peer Reviewed

Abstract

Reliable ideas about fundamental mathematical concepts are an indispensable prerequisite for mathematics teachers to conduct high quality lessons. There are several (normative) basic ideas (“Grundvorstellungen”) associated with any mathematical concept, which give meaning to different aspects of the notion in question. In this article, we discuss ideas of learners on the limit of a real sequence. We present an empirical study, which collects student teachers’ written statements before and after an intervention by a didactically oriented analysis course. These statements are classified with respect to their coherence with the normative basic ideas. It turns out that explicitly addressing these basic ideas leads to a significant (albeit small) increase in quality of students’ statements.

Original language	English
Title of host publication	Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
Editors	Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Publisher	Alfréd Rényi Institute of Mathematics and ERME
Pages	3329-3336
Number of pages	8
ISBN (Electronic)	978-963-7031-04-5
Publication status	Published - 2023
Event	CERME 13: 13th Congress of the European Society for Research in Mathematics Education - ELTE Faculty of Science, Budapest, Hungary Duration: 10 Jul 2023 → 14 Jul 2023 https://cerme13.renyi.hu/

Conference

Conference	CERME 13
Abbreviated title	CERME 13
Country/Territory	Hungary
City	Budapest
Period	10/07/23 → 14/07/23
Internet address	https://cerme13.renyi.hu/

Austrian Fields of Science 2012

503013 Subject didactics of natural sciences

Keywords

Basic ideas
Grundvorstellungen
limit of a sequence
teacher training

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Ableitinger, C., Götz, S., & Steinbauer, R. (2023). Conceptions of student teachers on the limit concept. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 3329-3336). Alfréd Rényi Institute of Mathematics and ERME. http://erme.site/wp-content/uploads/2024/01/CERME13_proceedings_full.pdf

Ableitinger, Christoph ; Götz, Stefan ; Steinbauer, Roland. / Conceptions of student teachers on the limit concept. Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). editor / Paul Drijvers ; Csaba Csapodi ; Hanna Palmér ; Katalin Gosztonyi ; Eszter Kónya. Alfréd Rényi Institute of Mathematics and ERME, 2023. pp. 3329-3336

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abstract = "Reliable ideas about fundamental mathematical concepts are an indispensable prerequisite for mathematics teachers to conduct high quality lessons. There are several (normative) basic ideas (“Grundvorstellungen”) associated with any mathematical concept, which give meaning to different aspects of the notion in question. In this article, we discuss ideas of learners on the limit of a real sequence. We present an empirical study, which collects student teachers{\textquoteright} written statements before and after an intervention by a didactically oriented analysis course. These statements are classified with respect to their coherence with the normative basic ideas. It turns out that explicitly addressing these basic ideas leads to a significant (albeit small) increase in quality of students{\textquoteright} statements.",

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booktitle = "Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)",

publisher = "Alfr{\'e}d R{\'e}nyi Institute of Mathematics and ERME",

note = "CERME 13 : 13th Congress of the European Society for Research in Mathematics Education, CERME 13 ; Conference date: 10-07-2023 Through 14-07-2023",

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Ableitinger, C , Götz, S & Steinbauer, R 2023, Conceptions of student teachers on the limit concept. in P Drijvers, C Csapodi, H Palmér, K Gosztonyi & E Kónya (eds), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics and ERME, pp. 3329-3336, CERME 13, Budapest, Hungary, 10/07/23. <http://erme.site/wp-content/uploads/2024/01/CERME13_proceedings_full.pdf>

Conceptions of student teachers on the limit concept. / Ableitinger, Christoph ; Götz, Stefan ; Steinbauer, Roland (Corresponding author).
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). ed. / Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya. Alfréd Rényi Institute of Mathematics and ERME, 2023. p. 3329-3336.

Publications: Contribution to book › Contribution to proceedings › Peer Reviewed

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AU - Ableitinger, Christoph

AU - Götz, Stefan

AU - Steinbauer, Roland

PY - 2023

Y1 - 2023

N2 - Reliable ideas about fundamental mathematical concepts are an indispensable prerequisite for mathematics teachers to conduct high quality lessons. There are several (normative) basic ideas (“Grundvorstellungen”) associated with any mathematical concept, which give meaning to different aspects of the notion in question. In this article, we discuss ideas of learners on the limit of a real sequence. We present an empirical study, which collects student teachers’ written statements before and after an intervention by a didactically oriented analysis course. These statements are classified with respect to their coherence with the normative basic ideas. It turns out that explicitly addressing these basic ideas leads to a significant (albeit small) increase in quality of students’ statements.

AB - Reliable ideas about fundamental mathematical concepts are an indispensable prerequisite for mathematics teachers to conduct high quality lessons. There are several (normative) basic ideas (“Grundvorstellungen”) associated with any mathematical concept, which give meaning to different aspects of the notion in question. In this article, we discuss ideas of learners on the limit of a real sequence. We present an empirical study, which collects student teachers’ written statements before and after an intervention by a didactically oriented analysis course. These statements are classified with respect to their coherence with the normative basic ideas. It turns out that explicitly addressing these basic ideas leads to a significant (albeit small) increase in quality of students’ statements.

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KW - Grundvorstellungen

KW - limit of a sequence

KW - teacher training

M3 - Contribution to proceedings

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BT - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)

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A2 - Csapodi, Csaba

A2 - Palmér, Hanna

A2 - Gosztonyi, Katalin

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PB - Alfréd Rényi Institute of Mathematics and ERME

T2 - CERME 13

Y2 - 10 July 2023 through 14 July 2023

ER -

Conceptions of student teachers on the limit concept

Abstract

Conference

Austrian Fields of Science 2012

Keywords

UN SDGs

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