Relational Understanding of the Derivative Concept through Mathematical Modeling: A Case Study

Autor/inn/en	Sahin, Zulal; Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat
Titel	Relational Understanding of the Derivative Concept through Mathematical Modeling: A Case Study
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 1, S.177-188 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Mathematical Models; Case Studies; Graduate Students; College Mathematics; Teaching Methods; Learning Activities; Concept Formation; Comprehension; Mathematical Logic; Foreign Countries; Semi Structured Interviews; Worksheets; Video Technology; Audio Equipment; Coding; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Concept learning; Begriffsbildung; Verstehen; Verständnis; Mathematical logics; Mathematische Logik; Ausland; Audio-CD; Codierung; Programmierung; Türkei
Abstract	The purpose of this study was to investigate three second-year graduate students' awareness and understanding of the relationships among the "big ideas" that underlie the concept of derivative through modeling tasks and Skemp's distinction between relational and instrumental understanding. The modeling tasks consisting of warm-up, model-eliciting, and model-exploration activities were used to stimulate participants to reflect and construct ideas about the concept of change. The data indicated that the participants' understanding of derivative was rather instrumental. Their explanations couldn't reveal the role of the big ideas regarding the concept of derivative with respect to what they mean, why and how they are related to the derivative and to each other. The results highlighted the fact that even if one of big ideas is ignored, the concept of derivative may not be fully understood relationally due to the compartmentalization of these big ideas in students' conceptual systems. If this happens to be the case, even though students can solve differentiation tasks/problems correctly, which implies procedural understanding, they may not be actually making sense of what the concept of derivative conceptually means. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01