RUME 28
2026
Alexandria, Virginia
Examining Undergraduates’ Conceptions of Series Convergence via Script Writing
Page: 1442
This exploratory study centers on investigating second-semester calculus students’ understanding of series convergence using both scripting and non-scripting-based tasks on series convergence, across two interview sessions, and examining how these tasks elicit student understanding. The research question focuses on the affordances of these tasks when examining students’ concept image and concept definition of series convergence alongside the formal definition of series convergence. Each participant either completed a set of non-scripting tasks within the first interview session followed by a scripting task during the second session or vice versa. Data analysis included the use of a priori codes identified from the literature and identifying emergent codes and themes. Findings reveal how participants relate series and partial sums suggesting the nature of potential conflict factors regarding students’ understanding of series convergence. This exploratory work provides support for scripting as a research tool and as a viable assessment on student learning of series.