Abstract
This paper reports on the role of the graphing calculator (GC) in the learning of derivatives and instantaneous rate of change. In a longitudinal study, we administered task based interviews before and after the introduction of calculus. We analyzed students’ use of the GC in these interviews. This paper reports on the case of one student, Andy, who is a resilient user of the GC while he develops into a flexible solver of problems on instantaneous rate of change. His case demonstrates that, although the GC is meant to promote the integration of symbolical, graphical and numerical techniques, it can facilitate a learning process in which symbolical techniques develop separately from other techniques.
| Original language | English |
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| Title of host publication | Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education |
| Editors | C. Nicol, S. Oesterle, P. Liljedahl, D. Allan |
| Publisher | PME |
| Pages | 57-64 |
| Volume | 5 |
| ISBN (Print) | ISBN 978-0-86491-365-4 |
| Publication status | Published - 2014 |
| Event | 38th Conference of the International Group for the Psychology of Mathematics Education - British Columbia, Vancouver, Canada Duration: 15 Jul 2014 → 20 Jul 2014 |
Conference
| Conference | 38th Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Country/Territory | Canada |
| City | Vancouver |
| Period | 15/07/14 → 20/07/14 |