Calculus Students' Understanding of the Vertex of the Quadratic Function in Relation to the Concept of Derivative

Autor/inn/en	Burns-Childers, Annie; Vidakovic, Draga
Titel	Calculus Students' Understanding of the Vertex of the Quadratic Function in Relation to the Concept of Derivative
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 5, S.660-679 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1409367
Schlagwörter	Calculus; Mathematics Instruction; Mathematical Concepts; Protocol Analysis; Interviews; Misconceptions; Concept Formation; Problem Solving; Undergraduate Students; College Mathematics; Questionnaires + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Missverständnis; Concept learning; Begriffsbildung; Problemlösen; Fragebogen
Abstract	The purpose of this study was to gain insight into 30, first year calculus students' understanding of the relationship between the concept of vertex of a quadratic function and the concept of the derivative. APOS (action-process-object-schema) theory was applied as a guiding framework of analysis on student written work, think-aloud and follow up group interviews. Students' personal meanings of the vertex, including misconceptions, were explored, along with students' understanding to solve problems pertaining to the derivative of a quadratic function. Results give evidence of students' weak schema of the vertex, lack of connection between different problem types and the importance of linguistics in relation to levels of APOS theory. A preliminary genetic decomposition was developed based on the results. Future research is suggested as a continuation to improve student understanding of the relationship between the vertex of quadratic functions and the derivative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01