Building on slope: results of a second research cycle on the differential calculus of two-variable functions
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F24%3A10494212" target="_blank" >RIV/00216208:11320/24:10494212 - isvavai.cz</a>
Výsledek na webu
<a href="https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf" target="_blank" >https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf</a>
DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Building on slope: results of a second research cycle on the differential calculus of two-variable functions
Popis výsledku v původním jazyce
This study applies Action-Process-Object-Schema (APOS) theory in a second research cycle investigating how an approach based on the explicit consideration of slope in three dimensions and local linearity contributes to students' learning of the differential calculus of two-variable functions. We compare the problem-solving tendency of students from two sections that were taught differently. We find thatstudents' conceptualizations of slope were different in the two sections and that their understanding of slope was reflected in their problem-solving and the justifications of the relations that they constructed between different basic notions of the differentialcalculus. Overall, we show that the students who based their constructions on slope and local linearity obtained a deeper understanding of the differential calculus.
Název v anglickém jazyce
Building on slope: results of a second research cycle on the differential calculus of two-variable functions
Popis výsledku anglicky
This study applies Action-Process-Object-Schema (APOS) theory in a second research cycle investigating how an approach based on the explicit consideration of slope in three dimensions and local linearity contributes to students' learning of the differential calculus of two-variable functions. We compare the problem-solving tendency of students from two sections that were taught differently. We find thatstudents' conceptualizations of slope were different in the two sections and that their understanding of slope was reflected in their problem-solving and the justifications of the relations that they constructed between different basic notions of the differentialcalculus. Overall, we show that the students who based their constructions on slope and local linearity obtained a deeper understanding of the differential calculus.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
INDRUM2024 PROCEEDINGS
ISBN
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ISSN
2496-1027
e-ISSN
2496-1027
Počet stran výsledku
10
Strana od-do
1-10
Název nakladatele
Escola Univeristaria Salesiana de Sarria - Univ. Autonoma de Barcelona and INDRUM
Místo vydání
Barcelona
Místo konání akce
Barcelona, Spain
Datum konání akce
10. 6. 2024
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
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