Using an inductive approach for definition making: Monotonicity and boundedness of sequences

dc.creator	Deonarain Brijlall
dc.creator	Aneshkumar Maharaj
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:45Z
dc.date.available	2015-07-20T22:15:45Z
dc.identifier	10.4102/pythagoras.v0i0.40
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/ca39c45832a54970ab90c4e47aa93138
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17876
dc.description	The study investigated fourth–year students’ construction of the definitions of monotonicity and boundedness of sequences, at the Edgewood Campus of the University of KwaZulu –Natal in South Africa. Structured worksheets based on a guided problem solving teaching model were used to help students to construct the twodefinitions. A group of twenty three undergraduateteacher trainees participated in the project. These students specialised in the teaching of mathematics in the Further Education and Training (FET) (Grades 10 to 12) school curriculum. This paper, specifically, reports on the investigation of students’ definition constructions based on a learnig theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the two definitions. It was found that despite the intervention of a structured design, these definitions were partially or inadequately conceptualised by some students.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/40
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 0, Iss 70, Pp 68-79 (2011)
dc.subject	APOS theory
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Using an inductive approach for definition making: Monotonicity and boundedness of sequences
dc.type	article