id: 05878591
dt: j
an: 2011c.00175
au: Cory, Beth L.; Garofalo, Joe
ti: Using dynamic sketches to enhance preservice secondary mathematics
teachersâ€™ understanding of limits of sequences.
so: J. Res. Math. Educ. 42, No. 1, 65-96 (2011).
py: 2011
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: B50 I39
ut: preservice teacher education; calculus; sequences; limits; concept
formation; multimedia materials; visual aids; computer software;
computer uses in education
ci:
li: http://www.nctm.org/eresources/article_summary.asp?URI=JRME2011-01-65a&from=B
ab: Summary: This study investigates 3 preservice secondary mathematics
teachersâ€™ understandings of limits of sequences and their changing
conceptions of limit during and after instruction involving
interactive, dynamic sketches embodying the formal definition of the
limit of a sequence. Manipulating a coherent visual representation of
the formal definition in the contexts of various sequences, coupled
with answering carefully chosen questions and completing interview
tasks before, during, and after technology-enhanced instruction, gave
the participants opportunities to investigate and reflect on their own
concept image as they compared their understandings to the results of
the actions they performed on the sketch. (Contains 5 figures and 1
footnote.) (ERIC)
rv: