How Do College Calculus Instructors Solve and Potentially Teach Derivative Graphs? (Poster 29)

• In Event: AERA Poster Session Eleven
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

This study examined college calculus instructors' preference in solving two calculus tasks to examine college calculus instructors’ use of important cognitive roots in understanding derivatives of function. Our results showed that only one instructor consistently uses cognitive roots while other instructors either focus on algebraic methods or expressing the constraints of students’ knowledge, demonstrating their orientations and conflicts. These results potentially show what students experience when differentiation of function is taught.

Authors

• Dae S. Hong, University of Iowa
  Presenting Author

• Jae Ki Lee, Borough of Manhattan Community College
  Non-Presenting Author