Where Is the Rate in the Rule?

Autor/in	Herbert, Sandra
Titel	Where Is the Rate in the Rule?
Quelle	In: Australian Senior Mathematics Journal, 22 (2008) 2, S.28-36 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Calculus; Mathematics Instruction; Foreign Countries; Geometry; Interviews; Models; Computer Simulation; Data Analysis; Secondary Schools; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Ausland; Geometrie; Interviewing; Interviewtechnik; Analogiemodell; Computergrafik; Computersimulation; Auswertung; Sekundarschule; Schülerverhalten; Australien
Abstract	A well-developed understanding of rate is foundational to conceptual understanding of introductory calculus. Many students achieve procedural competence with the application of rules for differentiation without developing an awareness of the connection between derivative and rate. In addition, rate-related reasoning is needed to make informed decisions in many everyday applications of rate. This paper reports on additional data collected during interviews for a project investigating the different ways rate may be experienced by pre-calculus students. Many researchers have suggested that the conceptual understanding of function may be enhanced through the presentation and exploration of multiple representations of a variety of functions. In this paper, one section of each interview is considered in detail to evaluate the participants' understanding in a specific rate context. Participants were asked to discuss a dynamic geometry simulation of a blind on two different windows, one rectangular and the other not. Detailed analysis of the video-record of each participant's interview provides insights into their perceptions of rate in several different representations. This paper describes the conceptual framework, provides details of the interviews and the computer-based simulation, and discusses the analysis of the data. (Contains 1 figure.) (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