Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Author:
Bakoulas Nikolaos
Supervisors info:
Πολυχρόνης Κυνηγός, Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Γεώργιος Ψυχάρης, Επίκουρος Καθηγητής, Τμήμα Μαθηματικών, ΕΚΠΑ
Γεωργία Πετροπούλου, Δρ στη Διδακτική των Μαθηματικών
Original Title:
Εισαγωγή των μαθητών της Β' Λυκείου στην έννοια της παραγώγου μέσω ρεαλιστικών προβλημάτων με τη χρήση ψηφιακών εργαλείων
Translated title:
Introduction of 11th grade students to the concept of derivative through realistic problems involving the use of digital tools
Summary:
The aim of this dissertation is to study the understanding of the concepts that are related to the derivative by 11th grade students, through realistic problems which focus on the introduction to the concept of the derivative. A dynamic digital application (Strava), which many people who exercise use in their daily life and some specially designed digital tasks in Geogebra, play a central role in this study. Three students of the same class, who did not have any experience with the concept of derivative, took part in this research. Using the framework of the mathematical working spaces, the study focuses on the evolution of the students’ understanding of concepts that are related to the derivative, while they are acting in different mathematic working spaces ( e.g. Strava’s graphics, tasks in Geogebra which include dynamic movement) and corresponding to the available digital means. During 3 lessons (approximately 2 hours each) via distance learning, the students had to answer to the questions of three activities, which aimed at a gradual transition from the average speed to the instantaneous speed and their connection with the concepts of limit and tangent’s slope. These concepts are highly significant for the introduction to the derivative’s formal definition. The data consist of the dialogues and the student’s actions in the two digital environments, which were digitally recorded during the lessons. The analysis showed that the use of specific digital tools could contribute to the reinvention of the derivative by the students themselves, as they concentrate their action on different fields of understanding in order to discover the role of each concept that is related to the derivative while constructing its formal definition.
Main subject category:
Science
Keywords:
derivative, average rate of change, instantaneous rate of change, mathematical working spaces
