Learning with examples and students’ understanding of integration

Abstract

In this paper, I report on an investigation designed to reveal a range of responses regarding conceptual understanding of integration. I consider the use of a framework referred to as ‘structure of a topic’to study students’ understanding. Students seem to have different structures of attention that dominate their understanding compared to some experienced users. Their responses to a single construction task reveal their awareness with regard to the understanding of integration. Encouraging students to generate examples may help them gain a deeper appreciation and understanding of a mathematical concept