Abstract
Teaching the derivative is usually supported by the visual context of graphs and tangent lines. However, this geometric meaning-making is somewhat indirect, hard to grasp for students, and easily forgotten. We report on the first cycle of a design-based study in which we introduce arrow graphs as an additional geometric context to provide meaning to the instantaneous rate of change as an enlargement factor with respect to a local focus. We outline a learning trajectory deploying interactive dynamic visualizations designed in GeoGebra. Our results show the challenges of this approach and suggest several ways in which the design can be improved for the next design cycle.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 17th ERME Topic Conference MEDA 4 |
| Editors | Eleonora Faggiano, Alison Clark-Wilson, Michal Tabach, Hans-Georg Weigand |
| Publisher | University of Bari Aldo Moro |
| Pages | 113-120 |
| Number of pages | 8 |
| ISBN (Electronic) | 978-88-6629-080-3 |
| Publication status | Published - 2024 |
Keywords
- calculus education
- arrow graphs
- dynamic geometry environment