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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