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ERIC Number: EJ1178015
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0020-739X
How Concept Images Affect Students' Interpretations of Newton's Method
Engelke Infante, Nicole; Murphy, Kristen; Glenn, Celeste; Sealey, Vicki
International Journal of Mathematical Education in Science and Technology, v49 n5 p643-659 2018
Knowing when students have the prerequisite knowledge to be able to read and understand a mathematical text is a perennial concern for instructors. Using text describing Newton's method and Vinner's notion of concept image, we exemplify how prerequisite knowledge influences understanding. Through clinical interviews with first-semester calculus students, we determined how evoked concept images of tangent lines and roots contributed to students' interpretation and application of Newton's method. Results show that some students' concept images of root and tangent line developed throughout the interview process, and most students were able to adequately interpret the text on Newton's method. However, students with insufficient concept images of tangent line and students who were unwilling or unable to modify their concept images of tangent line after reading the text were not successful in interpreting Newton's method.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A