A Calculus Activity with Foundations in Geometric Learning

Autor/inn/en	Wagner, Jennifer; Sharp, Janet
Titel	A Calculus Activity with Foundations in Geometric Learning
Quelle	In: Mathematics Teacher, 110 (2017) 8, S.618-623 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Calculus; Mathematics Instruction; Mathematical Concepts; Concept Formation; Student Centered Learning; Small Group Instruction; Textbooks; Learning Theories; Visualization; Teaching Methods; Geometric Concepts; State Universities; Undergraduate Students; Student Reaction; Mathematics Tests; Computer Software; Computer Assisted Instruction; Kansas + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Textbook; Text book; Schulbuch; Lehrbuch; Learning theory; Lerntheorie; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Geometrie; Staatliche Universität; Schülerkritik; Computer based training; Computerunterstützter Unterricht
Abstract	Calculus, perhaps more than other areas of mathematics, has a reputation for being steeped with procedures. In fact, through the years, it has been noticed of many students getting caught in the trap of trying to memorize algorithms and rules without developing associated concept knowledge. Specifically, students often struggle with the fundamental concept of a limit. Many textbooks motivate limits, and ultimately the definition of the derivative, by briefly presenting secant lines and tangent lines in the context of rates of change. To enhance this traditional approach, the authors created small-group activities that would gently introduce students to conceptual components of a limit in a student-centered environment. The authors consulted well-established learning theories about geometric visualization and concept development. In this article, the authors describe how they developed their concept-based activities and how their students responded. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01