Missing and Mis-in Concept Images of Parallelograms: the Case of Tal

2021 ◽  
Author(s):  
Dina Tirosh ◽  
Pessia Tsamir
Keyword(s):  
Concept Images

scholarly journals Limits of functions – how do students handle them?

Pythagoras ◽  
2005 ◽  
Vol 0 (61) ◽  
Author(s):  
Kristina Juter
Keyword(s):  
Mental Representations ◽  
Concept Images ◽  
Mathematics Course

This paper aims at formulating and analysing the development of 15 students in their creations of mental representations of limits of functions during a basic mathematics course at a Swedish university. Their concept images are sought via questionnaires and interviews. How do students respond to limits of functions? The data indicate that some students have incoherent representations, but they do not recognise it themselves.

scholarly journals Social science students’ concept images and concept definitions of anti-derivatives

Pythagoras ◽  
2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Eunice K. Moru ◽  
Makomosela Qhobela
Keyword(s):  
Social Science ◽  
Mathematical Community ◽  
Concept Image ◽  
Science Students ◽  
Mathematical Concepts ◽  
Concept Definition ◽  
Concept Images ◽  
The Social ◽  
Mathematics Educators ◽  
Reported Study

The purpose of the reported study was to investigate the social science students’ concept images and concept definitions of anti-derivatives. Data were collected through asking students to answer 10 questions related to anti-derivatives and also by interviewing them. The theory of concept image and concept definition was used for data analysis. The results of the study show that the students’ definitions of anti-derivatives were personal reconstructions of the formal definition. Their concept images were coherent only to a certain extent as there were some conceptions of some ideas that were at variance with those of the mathematical community. These were more evident when students solved problems in the algebraic representation. Some students did not know which integration or differentiation methods they should apply in solving the problems. The significance of such findings is to enable the mathematics educators to pay attention not only to the use of signs and symbols representing mathematical concepts but also to their semantics.

Conceptions of functions among first degree and diploma students

2007 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Siti Aishah Sheikh Abdullah
Keyword(s):  
Mathematics Learning ◽  
First Year ◽  
Concept Image ◽  
First Year Students ◽  
Concept Images ◽  
Algebraic Forms ◽  
Mathematical Definitions ◽  
Higher Institutions ◽  
Engineering Programme ◽  
Previous Learning

The concept of functions is one of the most important topics in mathematics learning. However many studies have indicated various difficulties students exhibited in learning the concept of functions. Tall & Vinner used the term concept images to describe how students think about concepts. A person S concept image can differ greatly from the formal mathematical definitions of the concept. This study explores an aspect of understanding the concept of functions related to this theme. One hundred and ninety university students from two different universities and with a different academic background participated in the study. The first group of students were diploma students in their second semester of engineering programme. The second group were first year students enroll in science based degree in another higher institutions. Data were gathered from questionnaires which asked students to identify functions in graphic and algebraic forms. They were also requested to give reasons for their choices. A large number of students indicated a strong tendency to observe function only as a formula between x and y. Their justification for rejecting or accepting representations of functions showed a rather rigid and limited understanding of the concept. Many were unable to give clear reasoning explaining their choices according to the formal definition from their previous learning.

Challenging Preservice Elementary Teachers' Image of Rectangles

2013 ◽  
Vol 2 (1) ◽  
pp. 27-41
Author(s):  
Gayle Millsaps
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Preservice Elementary Teachers ◽  
School Teachers ◽  
Class Inclusion ◽  
Early Experiences ◽  
Concept Images ◽  
Mathematics Community

Preservice elementary school teachers (PSTs) often have difficulty understanding hierarchical (i.e., class inclusion) relationships between geometric shapes. In particular, PSTs' predisposition to place squares and rectangles in separate categories can be attributed to their concept images. Although the larger mathematics community prefers the hierarchical definitions of special quadrilaterals, the concept images of special quadrilaterals such as squares and rectangles that PSTs develop in their early experiences contribute to a preference for partitional definitions. This study examines the benefits and limitations of using the Shape Makers curriculum unit to modify preservice teachers' concept images and their definitions of special quadrilaterals.

Cardiovascular I

2019 ◽  
pp. 133-147
Author(s):  
Linda W. Young
Keyword(s):  
Cardiovascular Disease ◽  
Differential Diagnosis ◽  
Critical Care ◽  
Disease Management ◽  
Diagnostic Value ◽  
Critical Care Medicine ◽  
Limited Information ◽  
Concept Images ◽  
Data Source ◽  
Electrocardiogram Ecg

Cardiovascular disease management is a hallmark skill in critical care medicine, and the most common data source includes the classic electrocardiogram (ECG); as such, ECG findings are frequently used in this chapter. Critical care board examinations frequently require the examinee to be able to recognize various key illnesses, sometimes with limited information; in order to solve such problem, gleaning an appropriate differential diagnosis from the question stem is needed in order to generate the correct solution. Reflecting this concept, images provided on an exam may be of limited diagnostic value and of low quality. This chapter aims to provide the reader with an experience in this realm that would be useful for success on the examination and at the bedside.

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