Pre-Service Mathematics Teachers Using "GeoGebra" to Learn about Instantaneous Rate of Change

Autor/inn/en	da Fonseca, Vilmar Gomes; Henriques, Ana Cláudia Correia Batalha
Titel	Pre-Service Mathematics Teachers Using "GeoGebra" to Learn about Instantaneous Rate of Change
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 4, S.534-556 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Fonseca, Vilmar Gomes) ORCID (Henriques, Ana Cláudia Correia Batalha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1958942
Schlagwörter	Preservice Teachers; Teacher Education Programs; Mathematics Teachers; Calculus; Mathematics Instruction; Teaching Methods; Computer Software; Educational Benefits; Mathematical Concepts; Thinking Skills; Foreign Countries; Student Attitudes; Brazil + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Denkfähigkeit; Ausland; Schülerverhalten; Brasilien
Abstract	This study is based on an exploratory teaching experiment, integrating the use of GeoGebra, carried out with Brazilian pre-service mathematics teachers that were attending a Pre-Calculus course. We focus on the contributions of GeoGebra to the learning that the students evidence about the 'instantaneous rate of change', in this teaching experiment context. The results show that students benefited from the exploration of tasks using GeoGebra, evidencing significant learning in terms of the instantaneous rate of change, favoured by its multiple dynamic resources, which promote visualization, connections between different representations, and processes of mathematical reasoning associated with this concept. These elements constitute a model that shows the contributions of this software in the Calculus' learning process. In view of these results, the realization of exploratory tasks using GeoGebra is highlighted as a didactic proposal with potential for teaching Calculus in pre-service mathematics teachers courses, as this experience may encourage them and support their future teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01