PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Commognitive conflicts in the discourse of continuous functions
Page: 611
This paper reports on two commognitive conflicts that were identified in a larger research study conducted on university first year students’ discourse on continuous functions. The study looks at continuity related aspects under a participationist, discursive lens in contrast to previous studies on continuity that have used cognitive theories that hold an acquisitionist view on learning. The study adopts Sfard’s commognitive framework to analyze data. Among findings are different ways in which students use the word ‘domain’ and how they struggle with inconsistent ‘realizations’ arising from different definitions presented in text books.