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ERIC Number: ED500947
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 13
ISBN: N/A
ISSN: N/A
Representational Ability and Understanding of Derivative
delos Santos, Alan Gil; Thomas, Michael O. J.
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 p325-332
The ability of students to interpret from, represent mathematical problems in, and interact with, a number of differing representations appears to be a crucial part of understanding mathematical concepts. Here we consider the role of representation in student understanding of derivative and present an outline framework for determining its influence. Analysis of questionnaires and interview data from case studies of two students on the basis of the framework revealed qualitative differences in their understanding of derivative and its associated concepts, and suggesting that representational fluency may be a key marker for this difference in thinking. (Contains 1 table.) [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: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A