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Oktaç, Asuman; Vázquez Padilla, Rita; Ramírez Sandoval, Osiel; Villabona Millán, Diana – International Journal of Mathematical Education in Science and Technology, 2022
From an APOS (Action-Process-Object-Schema) theory perspective, learning mathematics involves construction of knowledge through mental mechanisms, which evolves between different mental structures or stages. The focus of this study is to explore how transition occurs from an Action to a Process conception, in the context of a task related to the…
Descriptors: Calculus, Mathematics Instruction, Introductory Courses, Schemata (Cognition)
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Aparicio-Landa, Eddie; Sosa-Moguel, Landy; Ávila-Vales, Eric; Morales-Carballo, Armando – REDIMAT - Journal of Research in Mathematics Education, 2023
We report a characterization of the reflections made by high school mathematics teachers when discussing their resolutions of three numerical tasks related to the concept of function understood as a mathematical procept. Thematic analysis was used to code and categorize the reflections. Six teachers with at least 5 years of professional experience…
Descriptors: Teacher Attitudes, Mathematics Teachers, Teaching Methods, High School Teachers
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Rodríguez-Nieto, Camilo Andrés; Rodríguez-Vásquez, Flor Monserrat; Moll, Vicenç Font – International Journal of Mathematical Education in Science and Technology, 2022
The goal of this research is to make a theoretical reflection about connections that contributes to the development of the model for mathematical connections originally proposed by Businskas, and extended with the contributions of other researchers. This model is used in the most relevant investigations in this field. As a consequence of the…
Descriptors: Mathematics Instruction, Teaching Methods, Reflection, Mathematical Models
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Cabañas-Ramíre, Noé Oswaldo; Locia Espinoza, Edgardo; Morales Carballo, Armando; Merino Cruz, Héctor – Pedagogical Research, 2020
This paper reports the results of the experimentation of a didactic engineering for the treatment of the sense of variation of functions with pre-university students. The theoretical references of the investigation are grounded in the theory of didactic situations and the methodological elements in the didactic engineering, the use of…
Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Secondary School Mathematics
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Rivera-Figueroa, Antonio; Guevara-Basaldúa, Víctor – International Journal of Mathematical Education in Science and Technology, 2019
The purposes of calculus courses are often the acquisition of knowledge itself, the development of skills and the understanding of important concepts, such as functions, derivatives, the chain rule, integrals and the fundamental theorem of calculus. However, full conceptual understanding is frequently not achieved. In this article, we examine the…
Descriptors: Calculus, Engineering Education, Mathematics Instruction, Skill Development
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Cetina-Vázquez, Melby; Cabañas-Sánchez, Guadalupe; Sosa-Moguel, Landy – International Journal of Education in Mathematics, Science and Technology, 2019
This study characterizes the classroom mathematical practices that support the collective mathematical progress during the treatment of a quadratic function in an Introductory Calculus course comprised of 15 students from eleventh grade (from 16 to 18 years old). A teaching experiment that discussed two variational situations was designed for the…
Descriptors: Mathematics Instruction, Calculus, Mathematical Concepts, Teaching Methods
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Gallegos, Irene; Flores, Alfinio – PRIMUS, 2010
First-year university students design and play their own games, including board, computer, and other kinds of games, to learn mathematical concepts and practice procedures for their pre-calculus and calculus courses. (Contains 2 tables and 8 figures.)
Descriptors: Mathematics Instruction, Mathematical Concepts, Calculus, College Freshmen
Cooley, Laurel; Baker, Bernadette; Trigueros, Maria – International Group for the Psychology of Mathematics Education, 2003
This article is the result of an investigation of students' conceptualizations of calculus graphing techniques after they had completed at least two semesters of calculus. The work and responses of 27 students to a series of questions that solicit information about the graphical implications of the first derivative, second derivative, continuity,…
Descriptors: Student Attitudes, Calculus, Mathematics Instruction, Graphs