Derivative tasks proposed by techers in training
保存先:
| 著者: | , , |
|---|---|
| フォーマット: | comunicación de congreso |
| 出版日付: | 2021 |
| その他の書誌記述: | The tasks are fundamental elements in the process of teaching and learning of Mathematics and consequently, the design and selection of these. The present work focuses on characterizing a set of tasks proposed by teachers in training and focused on the derivative of a function at one point, as part of a broader investigation in which we address the meaning that teachers attribute to this topic. We employ the method of content analysis provided with a system of categories that allow us to analyze revealed elements of the meaning of the derivative as well as the cognitive demand encouraged for each of the tasks. We noticed a clear predominance of tasks with low cognitive demand in which the most involved content is the calculation of maxima and minima of a function. |
| 国: | Kérwá |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Kérwá |
| 言語: | Inglés |
| OAI Identifier: | oai:kerwa.ucr.ac.cr:10669/91924 |
| オンライン･アクセス: | https://www.igpme.org/publications/current-proceedings/ https://hdl.handle.net/10669/91924 |
| キーワード: | derivative tasks teaching Mathematics education training |