This paper examines part of a set of students who were followed during their first-term, first-year studies in formal definition-based real analysis at a British university. It explores the approaches to problems about convergence of sequences and series made by students who have a tendency to include visual imagery in their reasoning. We explore links between the students mathematical behavior in solving these problems and their perception of their roles as learners.We develop a theory in which the tendency to visualize, coupled with the students view of their role, can be used to account for their mathematical behavior.
%0 Journal Article
%1 Alcock04
%A Alcock, Lara
%A Simpson, Adrian
%D 2004
%J Educational Studies in Mathematics
%K representation mathematical thinking beliefs definitions theory proof analysis need convergence visualization sequences advanced representations bibtex-import real grounded read
%N 1
%T Convergence of sequences and series: Interactions between visual reasoning and the learner's beliefs about their own role
%U http://www.swetswise.com/eAccess/viewFulltext.do?articleID=21500121
%V 57
%X This paper examines part of a set of students who were followed during their first-term, first-year studies in formal definition-based real analysis at a British university. It explores the approaches to problems about convergence of sequences and series made by students who have a tendency to include visual imagery in their reasoning. We explore links between the students mathematical behavior in solving these problems and their perception of their roles as learners.We develop a theory in which the tendency to visualize, coupled with the students view of their role, can be used to account for their mathematical behavior.
@article{Alcock04,
abstract = {This paper examines part of a set of students who were followed during their first-term, first-year studies in formal definition-based real analysis at a British university. It explores the approaches to problems about convergence of sequences and series made by students who have a tendency to include visual imagery in their reasoning. We explore links between the students mathematical behavior in solving these problems and their perception of their roles as learners.We develop a theory in which the tendency to visualize, coupled with the students view of their role, can be used to account for their mathematical behavior.},
added-at = {2006-09-19T02:50:41.000+0200},
author = {Alcock, Lara and Simpson, Adrian},
biburl = {https://www.bibsonomy.org/bibtex/25d6452d4d189dab9c3bf9083a58d6d27/yish},
citeulike-article-id = {378187},
interhash = {f5315764f40f42f339da4416053ae7e8},
intrahash = {5d6452d4d189dab9c3bf9083a58d6d27},
journal = {Educational Studies in Mathematics},
keywords = {representation mathematical thinking beliefs definitions theory proof analysis need convergence visualization sequences advanced representations bibtex-import real grounded read},
number = 1,
priority = {2},
timestamp = {2006-09-19T02:50:41.000+0200},
title = {Convergence of sequences and series: Interactions between visual reasoning and the learner's beliefs about their own role},
url = {http://www.swetswise.com/eAccess/viewFulltext.do?articleID=21500121},
volume = 57,
year = 2004
}