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Students’ conceptual understanding of a function and its derivative in an experimental calculus course

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dc.contributor.author Habre, Samer
dc.contributor.author Abboud, May
dc.date.accessioned 2015-09-04T07:35:10Z
dc.date.available 2015-09-04T07:35:10Z
dc.date.copyright 2005
dc.date.issued 2015-09-04
dc.identifier.issn 0732-3123 en_US
dc.identifier.uri http://hdl.handle.net/10725/2092
dc.description.abstract Calculus has been witnessing fundamental changes in its curriculum, with an increased emphasis on visualization. This mode for representing mathematical concepts is gaining more strength due to the advances in computer technology and the development of dynamical mathematical software. This paper focuses on the understanding of the function and its derivative as viewed by students of a reformed Calculus 1 course offered in two experimental sections at the Lebanese American University in Beirut, Lebanon. Results have shown that the general approach adopted in the course proved to be unpopular for a great majority of the students, but rewarding for others. Interviews conducted with some students and a study of their performance on very specific exam questions reveal that for most students, the algebraic representation of a function still dominated their thinking; however, these students showed an almost complete understanding of the derivative, particularly the idea of the instantaneous rate of change and/or the slope of a curve at a given point. Furthermore, very few of these students referred to the mechanical methods for finding derivatives en_US
dc.description.uri http://www.sciencedirect.com/science/article/pii/S073231230500057X en_US
dc.language.iso en en_US
dc.title Students’ conceptual understanding of a function and its derivative in an experimental calculus course en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 199329050
dc.author.woa N/A en_US
dc.author.department Mathematics en_US
dc.description.embargo N/A en_US
dc.relation.journal The Journal of Mathematical Behavior en_US
dc.journal.volume 25 en_US
dc.journal.issue 1 en_US
dc.article.pages 57-72 en_US
dc.keywords Experimental Calculus en_US
dc.keywords Functions en_US
dc.keywords Derivatives en_US
dc.identifier.doi http://dx.doi.org/doi:10.1016/j.jmathb.2005.11.004 en_US
dc.identifier.ctation Habre, S., & Abboud, M. (2006). Students’ conceptual understanding of a function and its derivative in an experimental calculus course. The Journal of Mathematical Behavior, 25(1), 57-72. en_US
dc.author.email shabre@lau.edu.lb
dc.identifier.url http://www.sciencedirect.com/science/article/pii/S073231230500057X


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