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Investigating the difficulties of first year mainstream mathematics students at the University of the Western Cape with “related rates” problems
| Content Provider | Semantic Scholar |
|---|---|
| Author | Taylor, Allen |
| Copyright Year | 2014 |
| Abstract | general concepts are formed by a generalising → synthesising → abstracting sequence (Dreyfus, 1991) or an interiorisation → condensation → reification process (Sfard,1991). Such concepts are linked to one another to form conceptual understanding. By contrast, abstract-apart concepts are formed by learning symbolic manipulations without reference to their meaning. Students whose concepts are abstract-apart can only acquire procedural knowledge. In Martin‘s Standard Solution Model for geometric related rates problems, the model consists of six steps which can be classified as either relying on students‘ conceptual understanding or their procedural knowledge. The seventh step is referred to as an auxiliary step. This step can require either conceptual understanding or procedural knowledge, depending on the context of the problem. The following table shows these seven steps as well as the conceptual understanding or procedural knowledge it is associated with. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://etd.uwc.ac.za/xmlui/bitstream/handle/11394/4655/Taylor_av_msc_nsc_2014.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |