Erratum

Abstract

I will use the above theory to explain how a first-year mathematics major student at a South African university moves from an idiosyncratic usage of signs (using, I claim, preconceptual thinking) to a conceptual (or perhaps pseudoconceptual) usage of signs. The activity took place during an interview which I conducted, video-taped and later transcribed and analysed in 2002 (Berger, 2002). John had been given the following definition which he has not seen before, although he is familiar with the definite integral and the notion of a limit.