Student understanding of basic calculus concepts: Interaction with the graphics calculator

Application of the Complementarities of Two Theories, APOS and OSA, for the Analysis of the University Students’ Understanding on the Graph of the Function and its Derivative

“…Many studies (e. g. Lauten, Graham, & Ferrini-Mundy, 1994;Leinhardt, Zaslavsky, & Stein, 1990;Tall, & Vinner, 1981) explain that student difficulties in dealing with a function given in graphical form may be a result of traditional instructional methods. Some articles (Orton, 1983;Selden, Selden, & Mason, 1994) report how even students who performed very well on routine calculus problems found great difficulty and had little or no success in dealing with graphical problems.…”

Technology as a Tool for Teaching Undergraduate Mathematics

“…Lagrange (1999), building on the work on Monaghan, Sun and Tall (1994) and others, considers the potential of the CAS calculator to connect enactive representations with theoretical calculus. Lauten, Graham and Ferrini-Mundy (1994) who interviewed a small group of students using a GC to study limits and functions confirmed that their students essentially had such an enactive concept image of limit, expressed as "A limit describes how a function moves as x moves towards a certain point." They also state that rather than linking the limit concept across representations, the students' concept images shifted depending on the representation they were engaging with.…”

Empowering Communication through Advanced Student Response Systems: Perspectives of Pre-service Mathematics Teachers

“…A variety of studies shows that graphing calculators can have positive effects on conceptual understanding, active learning, participation, and higher achievement in mathematics (Adams, 1997;Lauten, Graham, & Ferrini-Mundy, 1994;Quaseda & Maxwell, 1994). Meanwhile, networked classrooms seem to be an upcoming technology in mathematics classrooms (Arnold, 2004).…”