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. ISSN 1479-4802

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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
Subjects:	Q Science > QA Mathematics
Divisions:	Faculty of Social Sciences > Institute of Education
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
Date:	April 2003
Volume:	Vol.5
Number:	No.1
Page Range:	pp. 63-78
Identification Number:	10.1080/14794800008520115
Status:	Peer Reviewed
Access rights to Published version:	Open Access
References:	Abrahão, A.M.C.: 1998, O comportamento de professores frente a alguns gráficos de funções f : R
URI:	http://wrap.warwick.ac.uk/id/eprint/477

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