Creating the patterns of variation with geogebra when teaching derivative graphs for first year engineering students

• Autores: Iiris Attorps, Sören Hector, Mirko Radic
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 31, no. 6 (Parte A), 2015, págs. 1605-1612
• Idioma: inglés
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• Resumen

  • The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of theconnection between the graph of a function and its derivatives. An engineering student group (n= 27) was taught with theassistance of GeoGebra while a control group (n= 20) was taught in a traditional way. The data of the study consist of thedocuments and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoreticalframework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences weapplied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experimentrevealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between afunction and its derivatives.