Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series

The study we report here examines parts of what Chevallard calls the institutional dimension of the students’ learning experience of a relatively under-researched, yet crucial, concept in Analysis, the concept of infinite series. In particular, we examine how the concept is introduced to students in...

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Bibliographic Details
Main Authors: Alejandro S. Gonzalez-Martin, Elena Nardi, Irene Biza
Format: Default Article
Published: 2011
Subjects:
Infinite series
Calculus
Visualization
Conceptual understanding
Tasks
Texts
Theory of registers of semiotic representation
Anthropological framework
Institutional dimension of learning
Post-compulsory education
Online Access:https://hdl.handle.net/2134/8871
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