PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Instructional Influence on Student Understanding of Infinite Series
Page: 2-479
Many studies have documented the nature of student conceptions for various topics in college calculus. Of interest in this study are the sources of these understandings. In particular, the instructor’s discourse seems to significantly impact students’ views and conceptualizations of a topic. The nature and scope of this influence, on a particularly troublesome topic, infinite series, is the object of study in this research. Research questions: 1. What are the sources of students’ misconceptions about infinite series? 2. Are there student misconceptions about infinite series which arise from the classroom discourse in college calculus? The data collected consisted of survey responses, transcripts from interviews, and videotapes of instruction. Student conceptions regarding the convergence of a series agreed in key areas, and evidence indicated that this understanding was fostered during classroom discourse. Further study will reveal the extent to which the instruction influenced other aspects of students’ conceptions of infinite series.