Descriptions and Definitions in the Teaching of Elementary Calculus
نویسندگان
چکیده
In this paper, we discuss the (potentially positive) pedagogical role of intrinsic limitations of computational descriptions for mathematical concepts, with special focus on the concept of derivative. Our claim is that, in a suitable approach, those limitations can act for the enrichment of learners’ concept images. We report a case study with a first year undergraduate student and place this in a broader empirical and theoretical context.
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