## Graduation Semester and Year

2011

## Language

English

## Document Type

Thesis

## Degree Name

Master of Science in Mathematics

## Department

Mathematics

## First Advisor

James Epperson

## Abstract

We report on a study of sixteen high school calculus and seven precalculus students' concept image and concept definition of continuity after one-trimester of instruction at a large suburban high school in the southwestern United States. The researchers developed a questionnaire based upon the work of Tall and Vinner (1981) to determine if calculus students had developed a more sophisticated concept image and concept definition of continuity than students in pre-calculus after a typical treatment in both courses. Using data from the written assessment it was not evident that calculus students demonstrated a more sophisticated concept image and concept definition than pre-calculus students. However, findings suggest that a weak concept image or concept definition of continuity reflects practices in precalculus and calculus instruction.

## Disciplines

Mathematics | Physical Sciences and Mathematics

## License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

## Recommended Citation

Vela, Melissa Jo, "A Snapshot Of Advanced High School Students' Understanding Of Continuity" (2011). *Mathematics Theses*. 5.

https://mavmatrix.uta.edu/math_theses/5

## Comments

Degree granted by The University of Texas at Arlington