A Snapshot Of Advanced High School Students' Understanding Of Continuity

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dc.contributor Vela , Melissa Jo en_US
dc.date.accessioned 2011 -07 -14T20 :54 :33Z
dc.date.accessioned 2011 -08 -24T21 :45 :06Z
dc.date.available 2011 -07 -14T20 :54 :33Z
dc.date.available 2011 -08 -24T21 :45 :06Z
dc.date.issued 2011 -07 -14
dc.date.submitted January 2011 en_US
dc.identifier.uri http : / /hdl .handle .net /10106 /5883
dc.description.abstract We report on a study of sixteen high school calculus and seven precalculus students' concept image and concept definition of continuity after one -trimester of instruction at a large suburban high school in the southwestern United States . The researchers developed a questionnaire based upon the work of Tall and Vinner (1981 ) to determine if calculus students had developed a more sophisticated concept image and concept definition of continuity than students in pre -calculus after a typical treatment in both courses . Using data from the written assessment it was not evident that calculus students demonstrated a more sophisticated concept image and concept definition than pre -calculus students . However , findings suggest that a weak concept image or concept definition of continuity reflects practices in precalculus and calculus instruction . en_US
dc.language.iso en en_US
dc.publisher Mathematics en_US
dc.title A Snapshot Of Advanced High School Students' Understanding Of Continuity en_US
dc.type M .S . en_US

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A Snapshot Of Advanced High School Students' Understanding Of Continuity. Available electronically from http : / /hdl .handle .net /10106 /5883 .

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