Students’ Understanding of Riemann Sums and Double Integrals: The Case of Task Design in APOS Theory
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F24%3A10490328" target="_blank" >RIV/00216208:11320/24:10490328 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=8vi8deql9e" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=8vi8deql9e</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s40753-024-00250-6" target="_blank" >10.1007/s40753-024-00250-6</a>
Alternative languages
Result language
angličtina
Original language name
Students’ Understanding of Riemann Sums and Double Integrals: The Case of Task Design in APOS Theory
Original language description
In this study, we investigate students' understanding of the relation between a double integral of a continuous function over a rectangle and the corresponding Riemann sums. To do so, we explore the relation between (1) a proposed model (genetic decomposition) of mental constructions that students may do to understand the relation between Riemann sums and double integrals, (2) tasks designed to help students make these constructions, and (3) the results of semi-structured interviews with eleven students who completed the tasks. We focus on the construction differences between students who engaged in tasks designed according to the genetic decomposition and those in a previously studied lecture-based course. The study aimed to underscore the task's effect on students' learning in order to refine the genetic decomposition if needed. This study contributes a set of tasks that enable students to relate Riemann sums and double integrals. The results showed that students using the proposed materials in class and a collaborative didactical strategy provided evidence of constructing the structures proposed in the genetic decomposition. The tasks are based on a genetic decomposition, so the study also contributes by showing that it is an effective model to guide instruction. The constructions inferred from students' work are discussed in detail and compared to those proposed in the genetic decomposition and those resulting from previous research.
Czech name
—
Czech description
—
Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Research in Undergraduate Mathematics Education
ISSN
2198-9745
e-ISSN
2198-9753
Volume of the periodical
2024
Issue of the periodical within the volume
2198-9745
Country of publishing house
DE - GERMANY
Number of pages
29
Pages from-to
1-29
UT code for WoS article
001282061900001
EID of the result in the Scopus database
2-s2.0-85200228557