PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Analyzing students’ interpretations of the definite integral as concept projections
Page: 1375
This study of beginning and upper-level undergraduate physics students extends earlier research on students’ interpretations of the definite integral. Using Wagner’s (2006) transfer-in-pieces framework and the notion of a concept projection, fine-grained analyses of students’ understandings of the definite integral reveal a greater variety and sophistication in some students’ use of integration than previous researchers have reported. The dual purpose of this work is to demonstrate and develop the utility of concept projections as a means of investigating knowledge transfer, and to critique and build on the existing literature on students’ conceptions of integration.