Students' Understanding of the Function-Derivative Relationship When Learning Economic Concepts

Autor/inn/en	Ariza, Angel; Llinares, Salvador; Valls, Julia
Titel	Students' Understanding of the Function-Derivative Relationship When Learning Economic Concepts
Quelle	In: Mathematics Education Research Journal, 27 (2015) 4, S.615-635 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-015-0156-9
Schlagwörter	Economics Education; Concept Teaching; Algebra; Graphs; Mathematical Models; Teaching Methods; Instructional Effectiveness; Academic Achievement; Concept Mapping + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Grafische Darstellung; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulleistung; Concept Map
Abstract	The aim of this study is to characterise students' understanding of the function-derivative relationship when learning economic concepts. To this end, we use a fuzzy metric (Chang 1968) to identify the development of economic concept understanding that is defined by the function-derivative relationship. The results indicate that the understanding of these economic concepts is linked to students' capacity to perform conversions and treatments between the algebraic and graphic registers of the function-derivative relationship when extracting the economic meaning of concavity/convexity in graphs of functions using the second derivative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01