Thematization of derivative schema in university students: nuances in constructing relations between a function's successive derivatives

• Claudio Fuentealba ^[1] ; Gloria Sánchez-Matamoros ^[2] ; Edelmira Badillo ^[3] ; María Trigueros ^[4]
  1. [1] Universidad Austral de Chile

     Universidad Austral de Chile

     Valdivia, Chile

     
  2. [2] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  3. [3] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
  4. [4] Instituto Tecnológico Autónomo de México

     Instituto Tecnológico Autónomo de México

     México

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 3, 2017, págs. 374-392
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 3 Citas
• Resumen

  • This study is part of a more extensive research project that addresses the understanding of the derivative concept in university students with prior instruction in differential calculus. In particular, we focus on the analysis of students’ responses to a sequence of tasks that require a high level of understanding of the concept, and complement this information with clinical interviews. APOS (Action-Process-Object-Schema) theory and the configuration of the derivative concept that is characterized by: mathematical elements, logical relations and the representation modes that students use to solve a task were used in the analysis of students’ responses. The results obtained suggest that thematizing the derivative schemais difficult to achieve. In addition, nuances were observed in responses given by those students who succeeded, indicating differences in the construction of relations between the successive derivatives of a function.