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OVERCOMING THE OF TALL VINNER PROBLEMATICS IN THE TEACHING OF THE CONCEPT OF FUNCTION WITH THE ASSISTANCE OF MATHEMATICA.

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Title: OVERCOMING THE OF TALL VINNER PROBLEMATICS IN THE TEACHING OF THE CONCEPT OF FUNCTION WITH THE ASSISTANCE OF MATHEMATICA.
Alternate Title: Superando la problemtica Tall-Vinner en la enseñanza del concepto de funcion con la ayuda de Mathematica.
Authors: Alvarez, Jairo1 jialvarez@emcali.net.co, Delgado, Cesar1 cedel@univalle.edu.co, Espinisa, Aleyda1, Pinzón, Martha1, Hoyos, Diego1, Mora, Humberto1
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2004 Annual Meeting, Toronto, CA, p1-7. 7p. 1 Chart.
Subject Terms: *Comprehension, *Concept learning, *Mathematics problems & exercises, *Education, Mathematics, Wolfram language (Computer program language)
Abstract (English): The purpose of this project was, in the first place, to verify if freshmen students, at the Universidad del Valle, presented similar comprehension problems as those reported by Tall & Vinner (1981) and Vinner (1991) in relation to the concept of function and what was the evolution of these problems at the end of the first academic semester. Secondly, if Mathematica, could contribute positively to the elaboration of a teaching proposal to teach the concept of function in the high school - university transition, which would aid students in overcoming these problems. The project was carried out with physics majors at the Universidad del Valle who were taking a basic mathematics course. This course could be considered a transitional level course from high school to university mathematics. The project obtained positive answers to both questions. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El desarrollo de este proyecto tiene que ver con nuestro interés por comprender y ayudar a resolver los problemas de formación matemática que presentan los estudiantes de secundaria que ingresan a carreras técnicas y científicas en la universidad colombiana, en particular, a la Universidad del Valle. En este contexto, las dificultades en la comprensión del concepto de función son particularmente notables y, dada la importancia matemática del concepto, bastante influyentes en lo altos porcentajes de fracaso estudiantil que se presentan en los primeros cursos universitarios de matemáticas. Reelaborando ([1]) planteamientos de Tall y Vinner ([2], [3]) relativos a problemas de comprensión conceptual hemos acuñado el termino problemática Tall - Vinner para referirnos a los siguientes problemas: [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: OVERCOMING THE OF TALL VINNER PROBLEMATICS IN THE TEACHING OF THE CONCEPT OF FUNCTION WITH THE ASSISTANCE OF MATHEMATICA.
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  Data: Superando la problemtica Tall-Vinner en la enseñanza del concepto de funcion con la ayuda de Mathematica.
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  Data: <searchLink fieldCode="AR" term="%22Alvarez%2C+Jairo%22">Alvarez, Jairo</searchLink><relatesTo>1</relatesTo><i> jialvarez@emcali.net.co</i><br /><searchLink fieldCode="AR" term="%22Delgado%2C+Cesar%22">Delgado, Cesar</searchLink><relatesTo>1</relatesTo><i> cedel@univalle.edu.co</i><br /><searchLink fieldCode="AR" term="%22Espinisa%2C+Aleyda%22">Espinisa, Aleyda</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pinzón%2C+Martha%22">Pinzón, Martha</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hoyos%2C+Diego%22">Hoyos, Diego</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mora%2C+Humberto%22">Mora, Humberto</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2004 Annual Meeting, Toronto, CA, p1-7. 7p. 1 Chart.
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  Data: The purpose of this project was, in the first place, to verify if freshmen students, at the Universidad del Valle, presented similar comprehension problems as those reported by Tall & Vinner (1981) and Vinner (1991) in relation to the concept of function and what was the evolution of these problems at the end of the first academic semester. Secondly, if Mathematica, could contribute positively to the elaboration of a teaching proposal to teach the concept of function in the high school - university transition, which would aid students in overcoming these problems. The project was carried out with physics majors at the Universidad del Valle who were taking a basic mathematics course. This course could be considered a transitional level course from high school to university mathematics. The project obtained positive answers to both questions. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: El desarrollo de este proyecto tiene que ver con nuestro interés por comprender y ayudar a resolver los problemas de formación matemática que presentan los estudiantes de secundaria que ingresan a carreras técnicas y científicas en la universidad colombiana, en particular, a la Universidad del Valle. En este contexto, las dificultades en la comprensión del concepto de función son particularmente notables y, dada la importancia matemática del concepto, bastante influyentes en lo altos porcentajes de fracaso estudiantil que se presentan en los primeros cursos universitarios de matemáticas. Reelaborando ([1]) planteamientos de Tall y Vinner ([2], [3]) relativos a problemas de comprensión conceptual hemos acuñado el termino problemática Tall - Vinner para referirnos a los siguientes problemas: [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: Concept learning
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      – SubjectFull: Mathematics problems & exercises
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      – SubjectFull: Education
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      – SubjectFull: Mathematics
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      – SubjectFull: Wolfram language (Computer program language)
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      – TitleFull: OVERCOMING THE OF TALL VINNER PROBLEMATICS IN THE TEACHING OF THE CONCEPT OF FUNCTION WITH THE ASSISTANCE OF MATHEMATICA.
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              Text: 2004 Annual Meeting, Toronto, CA
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              Y: 2004
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