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Using theoretical-computational conflicts to enrich the concept name of derivative
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Giraldo, Victor, Tall, David and Carvalho, Luiz Mariano (2003) Using theoretical-computational conflicts to enrich the concept name of derivative. Research in Mathematics Education, Vol.5 (No.1). pp. 63-78. doi:10.1080/14794800008520115 ISSN 1479-4802.
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Official URL: http://dx.doi.org/10.1080/14794800008520115
Abstract
Recent literature has pointed out pedagogical obstacles associated with the use of computational environments in the learning of mathematics. In this paper, we focus on the pedagogical role of the computer's inherent limitations in the development of learners' concept images of derivative. In particular, we intend to discuss how the approach to this concept can be designed to prompt a positive conversion of those limitations for the enrichment of concept images. We present results of a case study with six undergraduate students in Brazil, dealing with situation of theoretical-computational conflict.
Item Type: | Journal Article | ||||
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Subjects: | Q Science > QA Mathematics | ||||
Divisions: | Faculty of Social Sciences > Institute of Education ( -2013) | ||||
Library of Congress Subject Headings (LCSH): | Computer-assisted instruction, Mathematics -- Study and teaching | ||||
Journal or Publication Title: | Research in Mathematics Education | ||||
Publisher: | Routledge | ||||
ISSN: | 1479-4802 | ||||
Official Date: | April 2003 | ||||
Dates: |
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Volume: | Vol.5 | ||||
Number: | No.1 | ||||
Page Range: | pp. 63-78 | ||||
DOI: | 10.1080/14794800008520115 | ||||
Status: | Peer Reviewed | ||||
Access rights to Published version: | Open Access (Creative Commons) |
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