Literaturnachweis - Detailanzeige
| Autor/in | Yost, David |
|---|---|
| Titel | Integration: Reversing Traditional Pedagogy |
| Quelle | In: Australian Senior Mathematics Journal, 22 (2008) 2, S.37-40 (4 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0819-4564 |
| Schlagwörter | Calculus; Teaching Methods; Foreign Countries; Mathematics Instruction; Arithmetic; College Students; Computation; Student Attitudes; Australia |
| Abstract | A derivative is the limit of a quotient. It is an abstraction of division. Since division is harder to understand than multiplication, teachers teach it later, hopefully only after a sound understanding of multiplication has been attained. For the same reason, it may make sense to teach integration first, and move on to differential calculus only after a sound understanding of integration has been attained. In this article, the author shares how he initially teach integrals before derivatives in his calculus unit. Later, it dawned on him that a reversal of the order of his teaching method could have educational advantages for the teaching of calculus generally. Here, he describes how his unit was structured. (ERIC). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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