id: 06434203
dt: a
an: 2015c.00797
au: Jayakody, Gaya N.
ti: A case study of conflicting realizations of continuity.
so: Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
3. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 385-392
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: I25 E45
ut: continuous functions; mathematical concepts; commognitive conflict;
conflicting realizations; inconsistent definitions
ci: ME 2011d.00346
li:
ab: Summary: I present a case study to illustrate conflicts between different
‘realizations’ of the concept of ‘continuous function’ held by
a university first year student. {\it A. Sfard}’s [Thinking as
communicating. Human development, the growth of discourses, and
mathematizing. Cambridge: Cambridge University Press (2008; ME
2011d.00346)] commognitve framework is used in the analysis of a
student’s work on continuity. I point out how these conflicting
realizations have arisen from the inconsistent definitions presented in
textbooks and other mathematical resources. The study also points to
the need of extending the notion of “commognitive conflict" in the
framework.
rv: