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Direct linkBorji, Vahid; Martínez-Planell, Rafael – Educational Studies in Mathematics, 2020
The Action-Process-Object-Schema (APOS) theory is applied to study student understanding of implicit differentiation in the context of functions of one variable. The APOS notions of Schema and schema development in terms of the intra-, inter-, and trans-triad are used to analyze semi-structured interviews with 25 students who had just finished…
Descriptors: Mathematics Skills, Comprehension, Mathematical Concepts, Calculus
Download full textMartínez-Planell, Rafael; Delgado, Angel Cruz – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
This study uses APOS Theory to study students' construction of the sine and cosine functions and their inverses. The conjecture of the constructions students would need to do in order to attain a process conception of these functions is tested by using semi-structured interviews with a group of 11 undergraduate students. Analysis of the interviews…
Descriptors: Undergraduate Students, College Mathematics, Knowledge Level, Trigonometry
Martínez-Planell, Rafael; Trigueros Gaisman, María – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This is a study about the didactical organization of a research based group of activities designed using APOS theory to help university students make constructions, needed to understand and graph two-variable functions, but found to be lacking in previous studies. The model of the "moments of study" of the Anthropological Theory of…
Descriptors: Graphs, Geometric Concepts, Spatial Ability, College Students
