Using Schemas to Model in APOS: The Case of the Differential Calculus of Two-Variable Functions.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A10504338" target="_blank" >RIV/00216208:11320/25:10504338 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Using Schemas to Model in APOS: The Case of the Differential Calculus of Two-Variable Functions.

Popis výsledku v původním jazyce

In this report, we use the Schema portion of Action-Process-Object-Schema (APOS) theory toframe a study of student understanding of the differential calculus of two-variable functions. Theuse of Schemas allows us to obtain a more holistic perspective of students&apos; understanding. Datawas obtained from semi-structured interviews with eleven students. We argue that the APOportion of the theory can give detailed information about specific Schema components but that itdoes not inform about the interrelations between the different components. However, the notionof Schema and its instrumentalization via the notions of genetic decomposition, types of relationsbetween components, and the triad stages of Schema development can provide a morecomprehensive picture encompassing the different components of the differential calculusSchema. The notions of the scope of an instrument and the graph of a Schema are introduced toafford a visual representation of a student&apos;s Schema.

Název v anglickém jazyce

Using Schemas to Model in APOS: The Case of the Differential Calculus of Two-Variable Functions.

Popis výsledku anglicky

In this report, we use the Schema portion of Action-Process-Object-Schema (APOS) theory toframe a study of student understanding of the differential calculus of two-variable functions. Theuse of Schemas allows us to obtain a more holistic perspective of students&apos; understanding. Datawas obtained from semi-structured interviews with eleven students. We argue that the APOportion of the theory can give detailed information about specific Schema components but that itdoes not inform about the interrelations between the different components. However, the notionof Schema and its instrumentalization via the notions of genetic decomposition, types of relationsbetween components, and the triad stages of Schema development can provide a morecomprehensive picture encompassing the different components of the differential calculusSchema. The notions of the scope of an instrument and the graph of a Schema are introduced toafford a visual representation of a student&apos;s Schema.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název statě ve sborníku

Research in Undergraduate Mathematics Education

ISBN

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ISSN

2474-9346

e-ISSN

2474-9346

Počet stran výsledku

9

Strana od-do

18-26

Název nakladatele

RUME

Místo vydání

USA

Místo konání akce

USA

Datum konání akce

27. 2. 2025

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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