How concept images affect students’ interpretations of Newton's method

• Nicole Engelke Infante ^[1] ; Kristen Murphy ^[1] ; Celeste Glenn ^[1] ; Vicki Sealey ^[1]
  1. [1] West Virginia University

     West Virginia University

     Estados Unidos

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 5, 2018, págs. 643-659
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Knowing when students have the prerequisite knowledge to be able to read and understand a mathematical text is a perennial concern for instructors. Using text describing Newton's method and Vinner's notion of concept image, we exemplify how prerequisite knowledge influences understanding. Through clinical interviews with first-semester calculus students, we determined how evoked concept images of tangent lines and roots contributed to students’ interpretation and application of Newton's method. Results show that some students’ concept images of root and tangent line developed throughout the interview process, and most students were able to adequately interpret the text on Newton's method. However, students with insufficient concept images of tangent line and students who were unwilling or unable to modify their concept images of tangent line after reading the text were not successful in interpreting Newton's method.