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On Students' Understanding of Implicit Differentiation Based on APOS Theory
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Borji, 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