Defining as discursive practice in transition – Upper secondary students reinvent the formal definition of convergent sequences
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5 avril 2018
- handle: 10670/1.z3a3e2
- hal: hal-01849923
info:eu-repo/semantics/OpenAccess
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Alexander Schüler-Meyer, « Defining as discursive practice in transition – Upper secondary students reinvent the formal definition of convergent sequences », HAL-SHS : sciences de l'éducation, ID : 10670/1.z3a3e2
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The investigation of limits is at the heart of analysis at university. Accordingly, it is a worthwhile topic for transition courses. The present study engages upper secondary students in reinventing the definition of convergent sequences. Using a commognitive framework, the central development stages of the definition from experiential to abstract are empirically investigated in terms of activated secondary school discourses. The students' familiarity with secondary school discourses is critical, as it allows them to transition from grasping processes with metaphors towards grasping them as formal and abstract objects. For this, school objects act as intermediate steps. Further studies of transition courses should explicitly address the role of students' secondary notions as resources for reifying processes into abstract objects.