The Geometric Interpretation of the Derivative of a Function: A Teaching Strategy for High School Students
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| 著者: | , , |
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| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | The main objective of this research is to strengthen the understanding of the definition of the derivative of a function, emphasizing the geometric interpretation as a teaching strategy among high school students at Colegio San Francisco de Asís, in the Dominican Republic. A quantitative methodology was employed to compare two methods using a quasi-experimental design. A sample of 21 students was divided into two groups: Control Group A and Experimental Group B, assigned non-randomly. The difference in the mean scores between the two groups was significantly higher in favor of Group B. The strategy implemented for Group A received a negative evaluation. In contrast, Group B received a positive evaluation across all aspects, demonstrating the effectiveness of the proposed strategy. It is recommended to begin with the geometric interpretation when teaching the derivative of a function. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/58601 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/58601 |
| キーワード: | Teaching Strategy Derivative of a Function Interpretation Geometry Estrategia didáctica Derivada de una función Interpretación Geometría |