Designing Tasks of Introductory Real Analysis to Bridge a Gap Between Students’ Intuition and Mathematical Rigor: the Case of the Convergence of a Sequence-Reference-Cited by-同舟云学术

Designing Tasks of Introductory Real Analysis to Bridge a Gap Between Students’ Intuition and Mathematical Rigor: the Case of the Convergence of a Sequence

Published:2016-10-28 Issue:1 Volume:3 Page:34-68
ISSN:2198-9745
Container-title:International Journal of Research in Undergraduate Mathematics Education
language:en
Short-container-title:Int. J. Res. Undergrad. Math. Ed.

Author:

Roh Kyeong Hah,Lee Yong Hah

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education,Mathematics (miscellaneous)

Link

http://link.springer.com/content/pdf/10.1007/s40753-016-0039-9.pdf

Reference47 articles.

1. Alcock, L. (2010). Interactions between teaching and research: Developing pedagogical content knowledge for real analysis. In R. Leikin & R. Zazkis (Eds.), Learning through teaching mathematics (pp. 227–245). Netherlands: Springer.

2. Alcock, L., & Weber, K. (2005). Proof validation in real analysis: inferring and checking warrants. Journal of Mathematical Behavior, 24, 125–134.

3. Barne, J. (2007). Teaching real analysis in the land of make believe. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 17, 366–372.

4. Bruner, J. (1960). The process of education. Cambridge: Harvard University Press.

5. Burton, L. (1999). Why is intuition so important to mathematicians but missing from mathematics education? For the Learning of Mathematics, 19, 27–32.

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