Concept image revisited
 Erhan Bingolbali,
 John Monaghan
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Concept image and concept definition is an important construct in mathematics education. Its use, however, has been limited to cognitive studies. This article revisits concept image in the context of research on undergraduate students’ understanding of the derivative which regards the context of learning as paramount. The literature, mainly on concept image and concept definition, is considered before outlining the research study, the calculus courses and results which inform considerations of concept image. Section 6 addresses three themes: students’ developing concept images of the derivative; the relationship between teaching and students’ developing concept images; students’ developing concept images and their departmental affiliation. The conclusion states that studies of undergraduates’ concept images should not ignore their departmental affiliations.
Inside
Within this Article
 Introduction
 Literature review
 The research
 The calculus courses
 Results
 Discussion
 Conclusions
 References
 References
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 Title
 Concept image revisited
 Journal

Educational Studies in Mathematics
Volume 68, Issue 1 , pp 1935
 Cover Date
 20080501
 DOI
 10.1007/s1064900791122
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Concept image
 Concept definition
 Derivative
 Institution
 Undergraduates
 Industry Sectors
 Authors

 Erhan Bingolbali ^{(1)}
 John Monaghan ^{(2)}
 Author Affiliations

 1. Gaziantep Universitesi, Egitim Fakultesi, Ilkogretim Bolumu, Gaziantep, Turkey
 2. University of Leeds, Leeds, UK