An explorative digital tool as a pathway to meaning: the case of the inflection point

Abstract The learning of calculus concepts is considered challenging for students. This claim actual in general and specific particular. In this paper, we focus on the concept inflection point. We argue that one roots problem lack a useful productive meaning concept—the understanding point as where behaviour curve (graph function) changes relation to tangent line. With purpose helping students construct developed digital tool: teaching unit based interactive diagrams framework. Does tool help achieve (i.e., consolidate new knowledge)? To answer question, conducted an empirical feasibility experiment (in form case study with two first-year from Industrial Engineering College) analysed gathered data using framework abstraction context theoretical methodological basis. Our findings show designed (the unit) has potential make above-mentioned mathematical can serve basis continue investigation designing tools support meaning-making advanced concepts.