Nonequivalent Definitions and Student Conceptions of Tangent Lines in Calculus

Autor/inn/en	Hogue, Mark; Scarcelli, Dominic
Titel	Nonequivalent Definitions and Student Conceptions of Tangent Lines in Calculus
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 9, S.2391-2421 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hogue, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1878302
Schlagwörter	Calculus; Mathematics Instruction; Teaching Methods; Mathematical Concepts; Concept Formation; Geometry; Generalization; Learning Processes; Misconceptions; Student Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Geometrie; Learning process; Lernprozess; Missverständnis; Schülerverhalten
Abstract	Tangent lines are often first introduced to students in geometry during the study of circles. The topic may be repeatedly reintroduced to students in different contexts throughout their schooling, and often each reintroduction is accompanied by a new, nonequivalent definition of tangent lines. In calculus, tangent lines are again reintroduced to students with the standard definition which is dependent on the derivative. This study will examine how students' experiences with tangent lines inside and outside of the calculus classroom can affect their understanding of the concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01