Images of rate and operational understanding of the fundamental theorem of calculus View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

1994-03

AUTHORS

Patrick W. Thompson

ABSTRACT

Conceptual analyses of Newton's use of the Fundamental Theorem of Calculus and of one 7th-grader's understanding of distance traveled while accelerating suggest that concepts of rate of change and infinitesimal change are central to understanding the Fundamental Theorem. Analyses of a teaching experiment with 19 senior and graduate mathematics students suggest that students' difficulties with the Theorem stem from impoverished concepts of rate of change and from poorly-developed and poorly coordinated images of functional covariation and multiplicatively-constructed quantities. More... »

PAGES

229-274

References to SciGraph publications

Journal

TITLE

Educational Studies in Mathematics

ISSUE

2-3

VOLUME

26

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/bf01273664

DOI

http://dx.doi.org/10.1007/bf01273664

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1034955218


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