Learning with examples and students’ understanding of integration

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dc.contributor.authorRahman, Shafia Abdulnull
dc.date.accessioned2022-04-28T07:50:33Znull
dc.date.accessioned2023-08-20T10:54:19Z
dc.date.available2022-04-28T07:50:33Znull
dc.date.available2023-08-20T10:54:19Z
dc.date.issued2005-11null
dc.description.abstractIn 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 concepten_US
dc.identifier.citationAbdul-Rahman, S. (2005, November). Learning with examples and students’ understanding of integration. In Proceedings of the Eighth International Conference of Mathematics Education into the 21st Century Project on “Reform, Revolution and Paradigm Shifts in Mathematics Education (pp. 24-28). Johor Bahru: UTM. en_US
dc.identifier.urihttps://edms.wexl.in/handle/1/3366
dc.language.isoenen_US
dc.publisherAcademia
dc.subjectIntegrationen_US
dc.subjectMathematicsen_US
dc.subjectRoot problemsen_US
dc.subjectTechniques and and incantationsen_US
dc.subjectLanguage patternen_US
dc.titleLearning with examples and students’ understanding of integrationen_US
dc.title.alternativeProceedings of the Mathematics Education into the 21st Century Project: Reform, Revolution and Paradigm Shifts in Mathematics Educationen_US
dc.typeArticleen_US

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