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This paper contains some results of diagnostic research on the difficulties that students who begin studies at the tertiary level encounter when doing proofs from a section devoted to applying definitions in proofs. The considerations concern the issues connected with understanding of the role of definition and understanding of the texts of definitions by students. In these considerations the examples of solutions given by students to two diagnostic tasks applied in the research are used.
Rocznik
Tom
Strony
221--226
Opis fizyczny
Bibliogr. 4 poz.
Twórcy
autor
- Institute of Mathematics, University of Rzeszów al. Rejtana 160, 95-959 Rzeszów, Poland
Bibliografia
- [1] Z. Krygowska. Zarys dydaktyki matematyki, cz.2. WSiP, Warszawa, 1977.
- [2] R.C. Moore. Making the transition to formal proof. Educational Studies in Mathematics, 27, 249-260, 1994.
- [3] D. Tall, S. Vinner. Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169, 1981.
- [4] D. Tall. The psychology of advanced mathematical thinking. In D. Tail. Advanced Mathematical Thinking. Kluwer, Dordrecht, pp. 3-21, 1992.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-a2fb7441-674a-478c-af6d-88b093f73d12