Vincent, B. (2016). First Semester Calculus Students’ Concept Definitions and Concept Images of the Tangent Line and How These Relate to Students’ Understandings of the Derivative.
https://www.proquest.com/openview/be4adc32f804721a4016c698a98807ca/1?pq-origsite=gscholar&cbl=18750

has been cited by the following article:

• TITLE: Examining Students’ Concept Images in Mathematics: The Case of Undergraduate Calculus

  AUTHORS: Adefisayo Ojo, Peter Olanipekun

  KEYWORDS: Concept Image, Concept Definition, Calculus, Mathematical Concepts, Integrating

  JOURNAL NAME: Voice of the Publisher, Vol.9 No.4, November 30, 2023

  ABSTRACT: A mathematical concept’s mental representation encompasses the collection of mental images gradually formed by a learner as they develop a cognitive grasp of the concept. This mental representation is known in literature as concept image. It might not be completely accurate and could encompass certain aspects of the concept’s formal definition. A sound understanding of students’ concept images of topics in mathematics and how those images can affect their cognitive development would be invaluable for teachers when instructing learners. Researchers in mathematics education have long attempted to comprehend the formation of concept images in students’ minds pertaining to numerous topics and the evolution of those concept images over time. Therefore, this paper provides guidelines that help in developing a concept image, which contributes to positive learning outcomes. It also includes a brief discussion on the utilization of technology in shaping the concept image.