Extrema points: concept images, mis-in and mis-out examples

Pessia Tsamir; Regina Ovodenko; Dina Tirosh

doi:10.1007/s10649-023-10273-6

Extrema points: concept images, mis-in and mis-out examples

Pessia Tsamir
, Regina Ovodenko
, Dina Tirosh^*

^*Corresponding author for this work

School of Education

Tel Aviv University

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

This paper reports on students’ conceptions of minima points. Written assignments and individual interviews uncovered salient, concept images, as well as erroneous mis-out examples that mistakenly regard examples as non-examples and mis-in examples that mistakenly grant non-examples the status of examples. We used Tall and Vinner’s theoretical framework to analyze the students’ errors that were rooted in mathematical and in real-life contexts.

Original language	English
Pages (from-to)	13-33
Number of pages	21
Journal	Educational Studies in Mathematics
Volume	115
Issue number	1
DOIs	https://doi.org/10.1007/s10649-023-10273-6
State	Published - Jan 2024

Keywords

Concept image
Extremum
Minimum
Mis-in examples
Mis-out examples
Representation

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10.1007/s10649-023-10273-6

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KW - Mis-out examples

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Extrema points: concept images, mis-in and mis-out examples

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Keywords

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