Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school.

Panero, Monica and Arzarello, Ferdinando and Sabena, Cristina (2015) Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school. UNSPECIFIED. In: Fourth ETM Symposium - Mathematical Working Space, June 30 - July 4, 2014, San Lorenzo de El Escorial, Madrid, Spain.

Text Panero, Arzarello, Sabena - ETM4 (2015).pdf Download (1MB)

Abstract

This paper reports on a study from a wider project of thesis, whose main focus is investigating, in the secondary school context, the transition between two important mathematics domains: elementary Algebra and Analysis. Following Kuhn (1969), we detect some fundamental paradigm shifts between the two. They represent a change in the way of thinking about and working with functions, so that the related MWSs come to be differently structured. The paper focuses on one of these paradigms, called "paradigm of the generic". Through the analysis of how a teacher manages her students' work on the derivative function, our aim is discussing how the Analysis MWS differs from the Algebra MWS, in terms of cognitive processes and especially with respect to their genesis.

Item Type:	Article in conference proceedings or Presentation at a conference (Paper)
Subjects:	Mathematical sciences > Others in mathematical sciences Education
Depositing User:	Monica Panero
Date Deposited:	29 Nov 2018 06:50
Last Modified:	29 Nov 2018 06:50
URI:	http://repository.supsi.ch/id/eprint/10138

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