Document Type
Conference Paper
Publication Date
2026
Abstract
Recent studies have examined how students form productive conceptions of the definite integral and discussed techniques for promoting such conceptions. In this paper I present findings from interviews held with six students enrolled in second-semester calculus, four of whom had received quantitatively focused instruction on the definite integral. All six were chosen for their observed use of summation conceptions on definite integral problems, and here their conceptions are explored further. Additionally, we gain insight on their thinking regarding limits as related to the definite integral. The findings presented here add to our understanding of student thinking regarding the integral and offer suggestions for instructional design.
Recommended Citation
Holloway, C. D. (2026). Student Conceptions of Summation and Limits in the Definite Integral following Quantitatively Focused Instruction. In Proceedings of the 2026 Scholarly Teaching Conference at West Virginia University (pp. 1-11).