Discursive shifts in substantiation of narratives concerning sequence limit in prospective mathematics teachers

Abstract

The poster presented results of an analysis of students' work in introductory calculus course based on the commognition theory. We focused on student's substantiation of narratives and identified four different categories.

An interesting observation is that at the beginning of the semester students didn't differentiate between substantiation and a mere reformulation of the narrative usually using formal language. This has been succesfully overcome during the semester.