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Title: Classification and concept consistency
Authors: Alcock, Lara
Simpson, Adrian
Issue Date: 2011
Publisher: Routledge © OISE
Citation: ALCOCK, L. and SIMPSON, A., 2011. Classification and concept consistency. Canadian Journal of Science, Mathematics and Technology Education, 11 (2), pp. 91-106
Abstract: This article investigates the extent to which undergraduates consistently use a single mechanism as a basis for classifying mathematical objects. We argue that the concept image/concept definition distinction focuses on whether students use an accepted definition but does not necessarily capture the more basic notion that there should be a fixed basis for classification. We examine students’ classifications of real sequences before and after exposure to definitions of increasing and decreasing; we develop an abductive plausible explanations method to estimate the consistency within the participants’ responses and suggest that this provides evidence that many students may lack what we call concept consistency.
Description: This article was published in the Canadian Journal of Science, Mathematics and Technology Education [Routledge © OISE]. The definitive version is available at: http://www.tandfonline.com/doi/full/10.1080/14926156.2011.570476
Version: Accepted for publication
DOI: 10.1080/14926156.2011.570476
URI: https://dspace.lboro.ac.uk/2134/8845
Publisher Link: http://www.tandfonline.com/doi/full/10.1080/14926156.2011.570476
ISSN: 1492-6156
Appears in Collections:Published Articles (Mathematics Education Centre)

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