Relational Understanding of the Derivative Concept through Mathematical Modeling: A Case Study

Basit Öğe Kaydı
dc.authorid0000-0003-2346-031X
dc.contributor.authorSahin, Zulal
dc.contributor.authorYenmez, Arzu Aydogan
dc.contributor.authorErbas, Ayhan Kursat
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2015
dc.departmentNiğde ÖHÜ
dc.description.abstractThe purpose of this study was to investigate three second-year graduate students' awareness and understanding of the relationships among the "big ideas" that underlie the concept of derivative through modeling tasks and Skemp's distinction between relational and instrumental understanding. The modeling tasks consisting of warm-up, model-eliciting, and model-exploration activities were used to stimulate participants to reflect and construct ideas about the concept of change. The data indicated that the participants' understanding of derivative was rather instrumental. Their explanations couldn't reveal the role of the big ideas regarding the concept of derivative with respect to what they mean, why and how they are related to the derivative and to each other. The results highlighted the fact that even if one of big ideas is ignored, the concept of derivative may not be fully understood relationally due to the compartmentalization of these big ideas in students' conceptual systems. If this happens to be the case, even though students can solve differentiation tasks/problems correctly, which implies procedural understanding, they may not be actually making sense of what the concept of derivative conceptually means.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [110K250]; Turkish Academy of Sciences through the Young Scientist Award Program [A.K.E./TUBA-GEBIP/2012-11]
dc.description.sponsorshipWork reported here is based upon a research project supported by the Scientific and Technological Research Council of Turkey (TUBITAK) under grant number 110K250. Opinions expressed are those of the authors and do not necessarily represent those of TUBITAK. Ayhan Kursat ERBAS is supported by the Turkish Academy of Sciences through the Young Scientist Award Program (A.K.E./TUBA-GEBIP/2012-11).
dc.identifier.endpage188
dc.identifier.issn1305-8215
dc.identifier.issn1305-8223
dc.identifier.issue1
dc.identifier.scopus2-s2.0-84923043883
dc.identifier.scopusqualityQ2
dc.identifier.startpage177
dc.identifier.urihttps://hdl.handle.net/11480/3976
dc.identifier.volume11
dc.identifier.wosWOS:000352197500015
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherEURASIA
dc.relation.ispartofEURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectDerivative
dc.subjectmathematical modeling
dc.subjectrate of change
dc.subjectrelational understanding
dc.titleRelational Understanding of the Derivative Concept through Mathematical Modeling: A Case Study
dc.typeArticle

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