Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/359
Title: | Supporting Calculus Learning Through “Smooth” Covariation |
Authors: | Strachota, Susanne M. |
Issue Date: | Jul-2016 |
Publisher: | Singapore: International Society of the Learning Sciences |
Citation: | Strachota, S. M. (2016). Supporting Calculus Learning Through “Smooth” Covariation In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences. |
Abstract: | Calculus is a passport for STEM-related careers. In response, this thought experiment analyzes the current nature and state of pre-calculus, drawing attention to a common and problematic approach to teaching function. I argue that this approach to function fosters a kind of thinking that conflicts with the kind of thinking required for a conceptual understanding of calculus and suggest one way to support teaching and learning of pre-calculus is to highlight the features of function that are fundamental to calculus. I suggest that this can be done through carefully constructed mathematical tasks and present a framework for task development. |
URI: | https://repository.isls.org/handle/1/359 https://doi.dx.org/10.22318/icls2016.152 |
Appears in Collections: | ICLS 2016 |
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