A view from the ETC-OSA networking of theories on the role of mathematical connections in understanding the derivative
Abstract
The question is answered: Given the algebraic expression of , what connections ensure the student an understanding of that allows him to sketch the graph of and explain its relationship with that of ? To do this, interviews and a task were applied to a group of students, in which they had to sketch the graph of and explain its relationship with that of the derivative, and their mathematical activity was analyzed using the ETC-OSA articulation as a theoretical reference. The students who showed an understanding that allowed them to solve the task established connections of: different representations, meaning, part-whole, implication and feature. On the other hand, the failure to establish certain connections is a plausible explanation for why some students do not solve the task.
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References
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