Business Calculus Students' Interpretations of Marginal Change in Economic Contexts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/in	Mkhatshwa, Thembinkosi P.
Titel	Business Calculus Students' Interpretations of Marginal Change in Economic Contexts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Business Administration Education; Mathematics Instruction; Task Analysis; Teaching Methods; Costs; Undergraduate Students; Research Universities; Audio Equipment; Thinking Skills; Economics; Student Attitudes + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Cost; Kosten; Forschungseinrichtung; Audio-CD; Denkfähigkeit; Volkswirtschaftslehre; Schülerverhalten
Abstract	Despite the overwhelming amount of research on students' interpretations of rates of change in real-world physical science contexts, similar studies in real-world economic contexts are sparse. Contributing towards addressing this gap in knowledge, this study reports on how 12 pairs of business calculus students interpreted marginal change (marginal cost and marginal revenue) in different economic contexts and function representations while solving two optimization tasks. Analysis of task-based interviews conducted with the students revealed that a majority of the students interpreted marginal change as an amount (the difference) and not as a rate (the difference quotient). A few students interpreted marginal change as the derivative. Implications for instruction are discussed. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01