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COMMUNICATING MATHEMATICS: HOW LANGUAGE FORMS MAKE IN/ACCESSIBLE MATHEMATICALLY IN/APPROPRIATE CALCULUS CONCEPTUALIZATIONS

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COMMUNICATING MATHEMATICS: HOW LANGUAGE FORMS MAKE IN/ACCESSIBLE MATHEMATICALLY IN/APPROPRIATE CALCULUS CONCEPTUALIZATIONS

Author: Sandra D. Frid

Publication Year: 1993

Abstract

The study reported here, was designed to investigate student learning in calculus with a focus on language use
and the ways truth and validity are determined. Results reported here are those related to students' processes
of construction of particular mathematics conceptualizations as a result of exposure to three different
approaches to calculus instruction: technique-oriented, concepts-first and infinitesimal instruction. When
students used infinitesimal language and used it in conjunction with everyday language they generally did so
as a foundation by which to construct mathematically valid problem responses. This finding indicates that
instruction emphasising connections between everyday and technical language is likely to guide students to
build mathematically appropriate inter-connected conceptualizations. Also" the use of infinite magnification
in a ,variety of problem situations by students who received infinitesimal instruction demonstrates that
instruction emphasising visual interpretations can influence students' conceptualizations.

Type: Research Paper

SANDRA D FRID
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