Abstract:
This study examined College students? conceptual metaphors of duality in understanding and representing infinity. Data was collected using two openended tasks from N=188 students enrolled in one of the southwestern universities in the U.S. Data was analyzed by three independent experts using Fleiss?s Kappa for inter-rater reliability (=.7165). Results reveal that students? experiences in traditional Calculus sequence are not supportive of the development of duality conception. On the contrary, it significantly strengthens the singularity perspective confirmed by Chi-square statistic (2 =9.686, p(.05). Findings could serve as a facilitating instrument to further analyze cognitive obstacles in College students? understanding of the infinity concept.
