Introducing Taylor Series and Local Approximations Using a Historical and Semiotic Approach

Autor/inn/en	Kouki, Rahim; Griffiths, Barry J.
Titel	Introducing Taylor Series and Local Approximations Using a Historical and Semiotic Approach
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 2, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Semiotics; Mathematics Instruction; Teaching Methods; Learning Processes; Epistemology; Foreign Countries; Comparative Analysis; Educational History; Mathematics Curriculum; Textbooks; Semantics; Syntax; Calculus; Publishing Industry; High School Students; Content Analysis; Tunisia + Suchen Sie Ihr Suchwort? Semiotik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Erkenntnistheorie; Ausland; History of education; Bildungsgeschichte; Textbook; Text book; Schulbuch; Lehrbuch; Semantik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inhaltsanalyse; Tunesien
Abstract	In this article we present the results of a qualitative investigation into the teaching and learning of Taylor series and local approximations. In order to perform a comparative analysis, two investigations are conducted: the first is historical and epistemological, concerned with the pedagogical evolution of semantics, syntax and semiotics; the second is a contemporary institutional investigation, devoted to the results of a review of curricula, textbooks and course handouts in Tunisia and the United States. Our results show that contemporary curricula emphasize the algebraic and analytic approaches to the theory but omit the graphical and numerical registers, which both played a large role in the historical development. We contend that by presenting a more historically accurate didactic approach, student learning can be enriched to give a deeper and more conceptually accurate understanding of the topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01