On students' understanding of volumes of solids of revolution: An APOS analysis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F23%3A10455688" target="_blank" >RIV/00216208:11320/23:10455688 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=wj3-XKzu9j" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=wj3-XKzu9j</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jmathb.2022.101027" target="_blank" >10.1016/j.jmathb.2022.101027</a>

Jazyk výsledku

angličtina

Název v původním jazyce

On students' understanding of volumes of solids of revolution: An APOS analysis

Popis výsledku v původním jazyce

We apply Action-Process-Object-Schema theory (APOS) to (1) examine the textbook used by students in the study to infer mental constructions the book proposes that students could do to understand solids of revolution, (2) use semi-structured interviews with nine students to find out which of the textbook&apos;s proposed constructions students actually do, and what unconjectured or unexpected constructions students do, and (3) use the results of the interviews and the research literature to inform and set forth an alternative proposal for constructing volumes of revolution. Results suggest that many students have not constructed processes to visualize solids of revolution and to relate Riemann sums to the corresponding definite integrals. Implications for curriculum and instruction are discussed.

Název v anglickém jazyce

On students' understanding of volumes of solids of revolution: An APOS analysis

Popis výsledku anglicky

We apply Action-Process-Object-Schema theory (APOS) to (1) examine the textbook used by students in the study to infer mental constructions the book proposes that students could do to understand solids of revolution, (2) use semi-structured interviews with nine students to find out which of the textbook&apos;s proposed constructions students actually do, and what unconjectured or unexpected constructions students do, and (3) use the results of the interviews and the research literature to inform and set forth an alternative proposal for constructing volumes of revolution. Results suggest that many students have not constructed processes to visualize solids of revolution and to relate Riemann sums to the corresponding definite integrals. Implications for curriculum and instruction are discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Mathematical Behavior [online]

ISSN

0732-3123

e-ISSN

1873-8028

Svazek periodika

2023

Číslo periodika v rámci svazku

07323123

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

20

Strana od-do

1-20

Kód UT WoS článku

000913575900001

EID výsledku v databázi Scopus

2-s2.0-85144995447