APOS Theory: A Framework for Research and Curriculum by Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç,

By Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros, Kirk Weller

In spite of the truth that APOS concept has been used greatly in several scholarly courses, within the layout of textbooks, and in educating perform, there's no unmarried references that includes the entire proper information regarding its parts, and offers assistance approximately its software. The target of this publication is to provide the most components of APOS concept. it's going to be beneficial for researchers who paintings with, or wish to research extra approximately, this theoretical method, those people who are drawn to the best way which mathematical conceptions are built based on this idea, arithmetic schooling researchers, graduate scholars in arithmetic schooling, and arithmetic instructors.

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Extra resources for APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education

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7. As research has evolved, there are many genetic decompositions published by authors around the world (see the annotated bibliography in Chap. 12). In general these genetic decompositions have been tested by research and either supported or refined and then used for new research or in the design of teaching activities. Refinements of genetic decompositions will be considered in greater detail in Sect. 5. 3 Role of the Genetic Decomposition in Research Genetic decompositions play a central role in APOS-based research, since a theoretical model is necessary to provide researchers with hypotheses that can serve as the basis for the design of theory-based instruments to obtain and analyze 38 4 Genetic Decomposition data from students.

115) The idea of a bijective function is constructed mentally and gives rise to an inverse function by applying the mechanism of reversal. In relation to function composition, the following three types of problems are similar mathematically: 1. Given F and G; find H such that H ¼ F  G: 2. Given G and H; find F such that H ¼ F  G: 3. Given F and H; find G such that H ¼ F  G: Cognitively speaking, however, they are different. According to Ayers et al. (1988), in the solution of problems of the second and third type, “reversals of the processes seem to be required” (p.

However, it is not clear if he considers whether or not the vectors v1 and v2 belong to H. The interview continues with the following question, in order to provoke more reflection (Fig. 2): I: Carlos: Can you give another spanning set for H? (writes) Fig. 2 Carlos finds another spanning set 3 All the names of interview subjects are pseudonyms. The interviewer’s words are identified with “I:” throughout the text. “I” does not denote a single individual, as there were different interviewers for different studies, and sometimes multiple interviewers for the same study or even the same interview.

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