This paper presents a case study of teacher’s practices. Classroom experiences involving the concept of derivative has been observed. The purpose is to investigate how elementary algebra intervenes in the teaching of elementary calculus in secondary school. The analysis of what happens in classroom develops on a double level: how teacher uses pointwise/global/local perspectives on functions; to what extent the algebraic and functional domains are interweaved in the work proposed by the teacher. (MSC-97I10)
Teachers’ practices with the derivative concept: a problematic meeting of Algebra and Calculus in secondary school
PANERO, MONICA
2013-01-01
Abstract
This paper presents a case study of teacher’s practices. Classroom experiences involving the concept of derivative has been observed. The purpose is to investigate how elementary algebra intervenes in the teaching of elementary calculus in secondary school. The analysis of what happens in classroom develops on a double level: how teacher uses pointwise/global/local perspectives on functions; to what extent the algebraic and functional domains are interweaved in the work proposed by the teacher. (MSC-97I10)
File in questo prodotto:
Non ci sono file associati a questo prodotto.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
