On concept images and square roots

Research output: Contribution to journalArticlepeer-review

Abstract

This paper discusses the consequences of the definition of a concept not standing at the core of one’s image of that concept. It then zeros in on √n, and takes the position that it is not enough for students to know the definition of what √n means, but that they should also know some method which would enable them to compute √n, although carrying out the actual computation is not important. Several relatively known and unknown methods to compute √n are then discussed.

Original languageEnglish
Pages (from-to)113-122
Number of pages10
JournalTeaching Mathematics and its Applications
Volume22
Issue number3
DOIs
StatePublished - 1 Jan 2003

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