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ERIC Number: ED500922
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 8
ISBN: N/A
ISSN: N/A
Developing and Connecting Calculus Students' Notions of Rate-of Change and Accumulation: The Fundamental Theorem of Calculus
Carlson, Marilyn P.; Smith, Nanci; Persson, Joni
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p165-172
An overview of the conceptual underpinnings, reasoning abilities and notational issues related to learning the Fundamental Theorem of Calculus (FTC) is provided. Using this theoretical framework, curricular materials were developed to promote these understandings and reasoning abilities in students. Results from a study that investigated the effectiveness of these materials on first semester calculus students' understandings of the FTC revealed significant advances in their understandings of accumulation and the FTC. Some specific difficulties that were observed in select students provided insights for further refinement of the theoretical framework and for revision of the FTC activities. (Contains 1 figure.) [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A