Problems Encountered by Junior Mathematics

Major in Differential Calculus

AY 2017 – 2018.

by

Michael M. Paguio

In Partial Fulfillment of Requirements in the

Educational Research (EDUC- 115)

Kimberly C. Rivera, MSc

Instructress
 Chapter 1

Introduction

It has been said that Mathematics, in general, requires deductive reasoning; and passive

learners often struggle with this kind of active problem solving. Students with memory and

attention problems may also struggle since both skills are necessary for mathematical aptitude.

Number facts are the basic computations (9 + 3 = 12 or 2 x 4 = 8) students are required to

memorize in the earliest grades of elementary school. Recalling these facts efficiently is critical

because it allows a student to approach more advanced mathematical thinking without being

bogged down by simple calculations.

One fairly common difficulty experienced by people with math problems is the inability

to easily connect the abstract or conceptual aspects of math with reality. Understanding what

symbols represent in the physical world is important to how well and how easily a child will

remember a concept. Holding and inspecting an equilateral triangle, for example, will be much

more meaningful to a child than simply being told that the triangle is equilateral because it has

three equal sides. And yet children with this problem find connections such as these painstaking

at best.

Some students have difficulty making meaningful connections within and across

mathematical experiences. For instance, a student may not readily comprehend the relation

between numbers and the quantities they represent. If this kind of connection is not made, math

skills may be not anchored in any meaningful or relevant manner. This makes them harder to

recall and apply in new situations.

 For some students, a math disability is driven by problems with language. These

children may also experience difficulty with reading, writing, and speaking. In math, however,

their language problem is confounded by the inherently difficult terminology, some of which

they hear nowhere outside of the math classroom. These students have difficulty understanding

written or verbal directions or explanations, and find word problems especially difficult to

translate.

A far less common problem -- and probably the most severe -- is the inability to

effectively visualize math concepts. Students who have this problem may be unable to judge

the relative size among three dissimilar objects. This disorder has obvious disadvantages, as it

requires that a student rely almost entirely on rote memorization of verbal or written

descriptions of math concepts that most people take for granted. Some mathematical problems

also require students to combine higher-order cognition with perceptual skills, for instance, to

determine what shape will result when a complex 3-D figure is rotated.

Moving down to its essential branch – calculus – some define it as “the branch of

mathematics that deals with limits and the differentiation and integration of functions of one or

more variables”. It is true, but seem not of that great help for beginners. It is like “Calculus

does to algebra what algebra did to arithmetic”. Arithmetic, in its most general sense, is about

manipulating numbers using basic operations: addition, multiplication, subtraction, and

division. Algebra, in a different manner, finds patterns between numbers. Then, Calculus finds

patterns between equations. Indeed, Algebra and Calculus are said to be a problem-solving duo

– Calculus finds new equations, and algebra solves them.

A study in Brazil, at the Universidade Catolica de Brasilia, by Dias (2000) looked at

identifying some of the problems for students learning first year calculus and offered

instructional strategies to address these difficulties. Dias found the weak algebra skills of
calculus students to be one of the biggest problems hindering the teaching and learning of

calculus. Instructors were frustrated when students were not familiar with simple concepts such

as function notation. Dias stated, “How does one manage to teach 200 freshmen first-year

calculus, if they have difficulty with basic algebra and graphs?” (2000, p. 193). Some of the

examples Dias identified were problems with conceptual understandings of graphs, domains,

range and continuity. From Dias, one can conclude that students who lack algebraic skills will

likely struggle in first year calculus.

Calculus is one field of study in mathematics that have started to be introduced in high

school. The main topics in high school calculus are basically include two things: differential

and integral calculus. The emergence of these two concepts is based on the way we used to

resolve problems that occur in everyday life. According to the Indonesian curriculum,

differential calculus topics were introduced in the second semester of grade XI, while integral

calculus topics were introduced in grade XII. The prerequisite for learning calculus includes a

good understanding on real numbers and functions. Students will have difficulties in

understanding a concepts if they had a lack of understanding on its prerequisite contents

(Diekei and Isleten, 2004). Students’ understanding of derivative required the mastery of

previous important concepts which are interlinked, such as functions, limit, slope, continuity,

and rate of change (Bingolbali, 2008). Having lack of understanding of those concepts will

affect students who have difficulties in understanding the derivative concepts (Kultur, 2011)).

In fact, (Balci, 2008) figured out that difficulties and misconception students had in studying

calculus were more likely in derivative, limit, and relationship with rate of change.

One of the reasons for the difficulties encountered in teaching and learning calculus in

secondary schools is that it is generally perceived to be abstract and involving complex ideas
(Zachiarides, Pamfilos, Christou, Maleev, & Jones, 2007); moreover, leaners do not

comprehend the key concepts of calculus (Artique, Batanero, & Kent, 2007)

As much as the student-researcher would want to include recent studies about the

difficulties faced by undergraduate students in college in the local setting –that is in the

Philippines – there has not been much research about it. With that said, it is hoped that this

study will serve as a pioneer whose aim is to delve into the problems encountered by junior

students majoring in Mathematics at Bataan Peninsula State University, to be specific, in their

differential calculus courses AY 2017 – 2018.

The purpose of this qualitative study is to explore the difficulties encountered by junior

students in Differential Calculus A.Y. 2017-2018. Respondents who happen to be Junior

Mathematics Majors will be picked through purposive sampling for the student-researcher

think they will be able to give him enough information and data to address the difficulties they

had faced during their differential calculus course.

The result of this study will hopefully give an insight to the instructors as to how

calculus should be taught; as to what approaches should be capitalized on, that will facilitate

the learning for students of calculus which is one of the ultimate goals of education after all.

For the teacher in the classroom, it can provide opportunities for reflection and improvement,

a testing ground for enhancing the teachers' practice. Implemented in this way, this study is

also seen as a personal transformational tool for a teachers' professional practice.

 Statement of the Problem

Last Semester (A.Y. 2017-2018) Junior students majoring in Mathematics have faced

various difficulties in dealing with their differential calculus course. Despite the effort that the

professors in the academe are making to somehow alleviate the quality of education, it seems

that something still needs to be improved. The fact that students are having hard time to grasp

the concept of the lesson being tackled can be a great manifestation of the assumption stated

above. The major problem is caused primarily by students' lack of algebraic skills. If the

students do not have a good working knowledge of algebra, they will not be able to manipulate

and ultimately understand the lesson of calculus. A student with good algebra skills has good

mathematical understanding and will have a greater potential to learn calculus. Employment of

graphic calculator as one of the instructional materials to be utilized inside the classroom during

the course of teaching and learning differential calculus is highly encouraged since almost

calculus problem require the learner to sketch the graph of the functions or relations.
 Significance of the Study

The fruit of this study will hopefully accrue to not-so- many literatures about

differential calculus. This study will specifically benefit those students whose curricula entail

calculus as a mandatory course. Multitudinous disciplines such as engineering and commerce

use calculus themes. It is said that superficial knowledge of calculus concept will affect the

understanding of a vast number of mathematics and science disciplines. With those numerous

applications of calculus in real-world it is apparently logical for it to demand for more effectual

and operative teaching modalities. By so doing, academic institutions that take into account the

upshot of this study and the suggested approaches as to how teaching and learning of calculus

should be undertaken will be able to train the students better. In the same manner, the findings

will provide administrative council several reasons for particular actions: feedbacking,

evaluating, and monitoring scheme of the status quo of the mathematics courses that will

eventually serve as the basis for possible college program and project development.

Consequently, through this investigation future researchers will provide them related and

relevant information that they can employ in their conduct of their own study; the findings will

push them as well to pull off researches inclined to their own field of specialization.
Scope and Delimitations of the Study

The findings of this study are limited to its particular setting. The qualitative study will

only explore the difficulties encountered by Junior Mathematics major at Bataan Peninsula

State University - AY 2017-2018. The student-researcher will utilize purposive samplig, that

is, only those students who have significant contribution and can provide important information

and data in the study will be included as respondents. As the student-researcher try to look for

recent literatures and studies about the subject under investigation, it seems that there has not

been much research about it. The findings of this study will serve as source of new information

as availability of recent literatures and studies are scarse and limited; thus, they can be used by

other researchers who will have the same methodology and objectivity. It is indispensable when

interpreting the data to consider that teachers have different teaching methods and styles to

which every student respsonds differently. Also, being the researcher and student may have

biased the data.

 Notes in Chapter 1

Dias, A., (2000). Overcoming Algebraic and Graphical Difficulties, ALM – 7

Conference Proceedings, Proceedings on the International Conference on Adults Learning
Mathematics (ALM - 7), July 6-8, 2000, Medford, MA.
Diekei, R., and Isleten, T., (2004). Investigation of relation and function of some
variables on the challenges J. Kastamonu Education 11 (2) 105-116.
Bingolbali, E. (2008). Suggestions for learning difficulties and conceptual
understanding of the concepts of derivative J Mathematical Misconception and Solution 223 -
253.
Kultur, M. (2011). Identifying the learning difficulties of freshmen in mathematics
teachers training department in Function, Graph, and Derivative J Humanities and Social
Science 1 (7)119 - 124.
Balci, (2008). General Mathematics (Ankara: Balci Press)
Zachariades, T., Pamfilos, P., Christou, C., Maleev, R., & Jones, K. (2007). Teaching
introductory calculus: Approaching key ideas with dynamic software. Paper presented at
CETL-MSOR Conference on Excellence in the Teaching and Learning, Stats & OP, University
of Birmingham, 10-11 September 2007.
Artigue, M., Batanero, C., & Kent, P. (2007). Thinking and learning at post-secondary
level. In F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning
(pp. 1011-1049). Information Age Publishing.
 Chapter II

Review of Related Literature

A. Learning of Calculus

The learning of mathematics is a constructive process. Dewey and Piaget have researched

on this idea. Dewey pointed out that new objects and events should be related intellectually to

those of earlier experiences. Mathematical knowledge therefore should be constructed from

related knowledge which the learner already has. Piaget described two aspects of thinking that

are different but complementary which are figurative aspect and operative aspect. The

operative thought allows the learner to see what next in relation to what has taken place and

this involves intellectual aspect. The figurative aspect involves imitations, perceptions and

mental imagery. Piaget made distinction to these two aspects in order to contrast the sensory

motor stage and the concrete operational stage. Thompson (1985) found it useful to generalize

this to any level of thought as follows: when a person `s actions of thought remain

predominantly within schemata associated with a given level then the action is figurative in

relation to that level. When actions of thought move to the level of controlling the schemata

then its operative. The thinking of college maths students in an advanced calculus is operative.

i.e. learners are given definitions and then asked to apply them.

Thompson (1985) notes that a mathematics curriculum is a collection of activities from

which students may construct mathematical knowledge and that it is a sequence of activities,

situational context from which students construct a particular way of thinking.

The cognitivists seem to point out that the learning of mathematical concepts is from the

known to the unknown and when the application of a theorem or definition is needed then we

are being required to recall a known result and then apply it to a new situation. The basic themes
in a calculus course are functions and limits of functions. Most key concepts may require the

learner to represent a function or a relation by a graph (Kyvatinsky & Even, 2004).

The studies conducted by Dewey, Piaget, and Thompson provided a framework for this

study in the sense that, in general, it is undeniably true that the dependence of other

mathematical disciplines on Calculus shows that students can construct knowledge from other

mathematical disciplines using it. At this point we would like to indicate that a good knowledge

of Calculus themes will help students to construct knowledge in other disciplines of

mathematics. Other branches of mathematics also seem to consolidate the understanding of

Calculus concepts. It is therefore the role of the mathematics educator to provide links between

existing knowledge of mathematics and new knowledge.

B. Difficulty Encountered in Learning of Calculus

Heid (1988) investigated that the college students’ difficulties on understanding the

subject of derivation, the mistakes made by students and effects of computer usage on this

subject. In addition to this subject, to simplify understanding the derivation conceptually, Heid

indicated the importance of computer usage and drawing graph.

Raman (1998) looked at the concept of continuity and the differences in teaching methodology

between textbooks for high school pre-calculus and university calculus. Her analysis brings to light

some of the reasons students have difficulties with the transition from high school mathematics to

university mathematics. Raman found the high school textbook to be too informal, and too often gave

mathematics explanations too specific to answer a certain type of task. One of the concepts studied by

Raman (1998) was the difference in the ways definitions were presented. High school textbooks often

gave an incomplete definition of a concept in order to prepare students to answer a single type of task.

This teaching to a type of task limits the scope and breadth in which students connect and learn to

understand definitions. In calculus textbooks, the definitions in a diverse number of situations. Raman

stated, “In Pre-calculus the graph of the function was used to determine the continuity of the function.
In calculus… the graph is related to, but not an essential part of the reasoning” (p. 12). Raman revealed

the gap between the methodology of high school mathematics and university calculus. High schools

should look more to building mathematic understanding for future use. One of Raman’s concluding

comments was, “we should think about how to build on students’ understanding to help them acquire

an appropriate orientation to mathematics”(p. 18).

While many researchers refer to lack of algebraic competence in general, only a few

provide specific illustrations. For example, Kajander and Lovric (2005) searched for some of

the specific mistakes made by students in calculus. One of their findings was the common

algebraic misconception in treating functions as linear. Their research involved student

surveys, which measured each student’s ability with specific prerequisite skills. In analyzing

responses from student surveys on prerequisite skills, Kajander and Lovric found that many

students made mistakes with algebraic manipulation.

Barry and Davis (2006) from the University of New South Wales studied ways to

identify students who lacked the appropriate prerequisite skills (algebra). Once identified, these

students were given supplemental instruction on prerequisite algebra to alleviate the some of

the associated problems with learning calculus. Their study identified the frustration calculus

instructors have with weak algebra skills, “… endless hours have been spent discussing the

perceived decline in our student’s basic skills. In particular, the mathematical preparedness of

our 1st- year students” (2006, p. 499).

Axtell (2006) agrees, concluding that the calculus curriculum needs to be improved by

focusing on conceptual understanding rather than procedural understanding only.

Furthermore, Sutherland (2007) ) stated that mathematics learning is a complex and

dynamic process. Therefore, teachers teach with the aim of delivering contextual learning such
that students understand the concepts and principles on what they have been taught and why

learning takes place.

Coe (2007) and Ubuz (2007) researched learners’ fundamental ideas of rate of change

in learning calculus and concluded that learners lack the understanding of fundamental ideas

of change and rate, which in calculus provide an important underpinning of the derivatives.

Moreover, Horvath (2008) conducted a study on students‟ understanding from inside-

out mainly focusing on the relationship between the chain rule and function composition where

he claimed that chain rule is one of the hardest ideas to convey to students in calculus due to

the difficultness in expressing the symbols and in representing the ideas into words. Therefore,

students have difficulties in remembering it and hence, they are unable to apply (Gordon, 2005

as cited in Horvath, 2008). His finding showed that even though students have written down

the correct answer, they may not be thinking of the right answers and there may still be subtle

misunderstandings hidden in the notation.

According to Chan (2009), calculus is one of the most difficult topics in Paper 3 (Pure)

Mathematics for teachers to teach and for students to learn. This had been researched by Tall

(1992) in which he claimed that whichever way calculus is approached; there were difficult

concepts which seemed to cause problems no matter how they are taught. Chan (2009) further

elaborated that the concepts were causing cognitive difficulties not only to students but also

teachers.

Studies show that often poor academic achievement in calculus is caused by a

deficiency in the teacher’s content knowledge of the subject (Lam, 2009). Lam studied the

content knowledge of calculus of 27 in-service mathematics teachers by using a questionnaire

dealing with images and definitions of various calculus concepts. The results revealed a lack
of knowledge of various differential calculus concepts; furthermore, the teachers tended to

focus on procedural knowledge of calculus (Lam, 2009).

Herbert (2011) researched first-year tertiary students taking introductory calculus, rate

and hence the derivative of functions. She used two-sample t-tests to measure the examination

results of the introductory calculus limits. The results revealed that the first-year students

displayed a lack of conceptual understanding of introductory calculus. Herbert further showed

that students lacked knowledge of rate in calculus as compared with area and integration.

Herbert suggests that when teaching introductory calculus, the teacher should start with area

and integration, rather than rate and derivative, which is inconsistent with secondary school

calculus. The integration of calculus is not part of many secondary school mathematics syllabi.

It is important to take note that students’ difficulties in the learning of derivation are

caused by their lack of conceptual understanding (Tall, 2011)

Muzangwa and Chifamba (2012) conducted a study on errors and misconceptions in

undergraduate student calculus by administering two exercises on Calculus 1 and 2. The results

revealed that most of the students’ errors were caused by knowledge gaps in basic algebra.

Furthermore, Muzangwa and Chifamba showed that errors and misconceptions possessed by

students were generated by lack of advanced mathematics thinking, which could have been

caused by lecturers during teaching and learning of calculus. Muzangwa and Chifamba (2012)

argue that the lack of conceptual understanding in calculus limits its usefulness in related

science applications. Axtell (2006) agrees, concluding that the calculus curriculum needs to be

improved by focusing on conceptual understanding rather than procedural understanding only.

Mathematics is not a discipline demerged different subjects, operations and rules; it is

a consecutive discipline abided to basic principles and concepts. When the basic concepts of

analysis of derivation have not been understood by students thoroughly, the students will be
ignorant of applications, formulas and their meanings. Thus, learning abided memorization of

rule and definition gets difficult and doesn’t contain real life applications (Orhun, 2012).

The related literatures and studies presented here were selected on the basis of their

significance in promoting direction for this present study in the sense that they also try to

address the different problems encountered by the students studying diffirential calculus. The

majority of the research shows that the better a student leaves high school knowing their

algebra, the better he/she will perform in university calculus. The investigators explain this

need for strong algebraic skills as follows; algebra is the working environment in which

calculus is taught. In relation to the main study, students in Bataan Peninsula State University

- Balanga Campus may be facing these cognitive difficulties.

C. Teaching of Calculus

The teaching strategies in calculus have become merely list of procedures to follow

and results only in practicing usual routine in algebraic manipulations. Weaker students get

frustrated easily over the manipulations required in calculus (Tucker & Leitzel 1995)

Different approaches are used by teachers to transfer knowledge during classroom

teaching. Some of the approaches used in classroom teaching enable learners to be proficient

in mathematics. Mathematical proficiencies are discussed by Kilpatrick, Swafford, and

Findell (2001), who identified five strands of mathematical proficiencies, which are not

independent but represent different aspects of a whole. The five strands are: conceptual

understanding, procedural fluency, strategic competence, adaptive reasoning, and productive

disposition. They provide a framework for discussing the knowledge, skills, abilities, and

beliefs that constitute mathematical proficiency.Although this study intended to use

Kilpatrick et al. (2001) mathematical proficiency, for the purpose of this study conceptual

understanding and procedural fluency are used to underpin the study. Conceptual
understanding is when a learner is able to comprehend mathematical concepts, operations,

and relations (Kilpatrick et al., 2001;). Procedural understanding/fluency is knowledge of

procedures: knowledge of how and when to use them appropriately, and the skills in

performing them flexibly, accurately, and efficiently (Kilpatrick et al., 2001). The two

strands should work hand in hand. Grade 12 learners should be in a position to know the

procedures of finding the derivative of functions using first principles and rules of

differentiation. However, the challenge may not be the procedures used by learners. These

types of task require higher-order thinking skills; they need conceptual knowledge and

procedural knowledge complementing each other.

Alkhateeb and Wampler (2002) found that students who used the calculator performed

better in achievement tests compared to those who did not in the understanding of derivatives.

Moreover, Gordon (2004) suggested that students choose the right tools such as the

graphing calculators to assist in learning calculus and apply the balanced approach in solving

problems.

Graphics calculators are hand‐held, battery powered devices equipped with functions

to “plot graphs, give numerical solutions to equations, and perform statistical calculations,

operation on matrices and to perform more advanced mathematical functions such as algebra,

geometry and advanced statistics” (Kor & Lim, 2004, p. 69). More specifically, the use of

graphics calculators in classroom teaching improves ‘spatial visualization skills’, ‘critical

thinking ability’ and ‘understanding of connections among graphical, tabular, numerical and

algebraic representations’ (Rich, 1991 as cited in Noraini, 2004, p. 46).

Also, Jones(2005) reported that the graphing technology provides students with

alternatives in approaching problems by the graphical, numerical and algebraic way. In

particular, various problem solving methods enable students to visualize the problems and

support them to obtain the solutions. Indeed, this encourages students’ confidence in exploring

more challenging calculus problems and applying various problem solving techniques.

According to Axtell (2006), teaching calculus using the traditional approach fails to

help students understand the basic concepts of calculus. Axtell (2006) concluded that the

calculus curriculum should be improved by focusing on the conceptual understanding of

calculus in particular, balanced with the use of graphical, numerical, algebraic and verbal

representation in the teaching and learning of calculus.

In teaching calculus, teachers focus more on the procedures rather than understanding

of the underlying concepts (Zachariades et al., 2007). Zachariades et al. (2007) reported that

graphing calculator is a useful tool in teaching calculus as it integrates the graphical, numerical

and symbolic functions. In addition, the findings of Tiwari (2007) indicated a better

connection between algebraic representation and graphical representation when using the

calculator. Tiwari (2007) also found that students using graphing calculator were more likely

to achieve conceptual understanding and enhance their problem solving abilities in learning

calculus. This is due to the positive effect of the numerical and graphical functions in the

graphing calculator when used as a supplementary instructional tool.

Mathematical knowledge is often difficult for learners to acquire (Kaminski, Sloutski,

& Heckler, 2009) so new learning technologies such as the graphing calculator have gained

acceptance in the mathematics education field. Technology can help develop understanding of

abstract mathematical concepts through visualization and graphic representation. This will

increase students’ competence in obtaining sufficient knowledge of mathematics. Bert Waits,

co‐founder of T3 (Teachers Teaching with Technology) mentioned that graphing calculator is

a great pedagogical tool as it offers multi‐representational approaches in teaching and learning

of mathematics.

The studies and literatures included here are especially relevant to the present study

undertaken by the student-researcher since they suggest ways on what teaching strategies and

teaching modalities should be utilized to help pin point and then improve the learning difficulty

encountered by learners of differential calculus.

 Notes in Chapter II

Thompson, P.W.(1985). Experience problem solving and learning mathematics:

considerations in developing mathematics curricula; in E.Silver (Ed.),Teaching and Learning
Mathematical Problem Solving,Erlbaum, Hillside NJ,189-236.

Kyvatinsky T. & Even R (2002). Framework for teacher knowledge and understanding
about probability. CUST S6.

Heid, K.M. (1988), Resequencing Skills and Concepts in Applied Calculus Using the
Computer as a Tool, J.for Research in Mathematics Education, 19 (1) 3-25.

Raman, M. (1998). Epistemological Messages Conveyed by High School and College

Mathematics Textbooks. Conference Proceedings from the Annual Meeting of the American
Education Research Associates. San Diego, CA.

Kajander, A. & Lovric, M., (2005). Transition from secondary to tertiary mathematic:
McMaster University experience. International Journal of Mathematics Education in Science
and Technology, 36(2-3), 149-160.

Barry, S. & Davis, S. (2006). Essential mathematical skills for undergraduate students
(in applied mathematics, science and engineering). International Journal of Mathematics
Education in Science and Technology, 30(4), 499-512.

Axtell, M. (2006). A two-semester precalculus/calculus sequence: A case study,

Mathematics and Computer Education, 40(2), 130-137.

Sutherland, R. (2007). Teaching, learning & mathematics. In R. Sutherland, Teaching

for learning Mathematics (p. 10). Maidenhead, Berkshire, England: McGraw-Hill Education.
Coe, E. (2007). Modeling teachers' ways of thinking about rate of change. Unpublished
PhD thesis, Arizona State University, Arizona. (Accessed 29 January, 2010 from http://pat-
thompson.net/PDFversions/Theses/2007Ted.pdf.

Ubuz, B. (2007). Interpreting a graph and constructing its derivative graph: Stability
and change in students' conceptions. International Journal of Mathematical Education in
Science and Technology, 38(5), 609-637.

Horvath, A. (2008). Looking at calculus students' understanding from the inside-out:

The relationship between the chain rule and functional composition. FAST (Future Academic
Scholars in Teaching) Fellowship Program.
 Chan, S. (2009). The Effectiveness between Streaming and Non-Streaming 'A' - Level
Pure Mathematics (Paper 3) of Sixth Form Colleges in Brunei Darussalam. Unpublished
master‟s dissertation. Universiti Brunei Darussalam, Brunei Darussalam. Charles, M. P.

Lam, T. T. (2009). On in-service mathematics teachers' content knowledge of calculus

and related concepts. The Mathematics Educator, 12(1) 69-86.

Herbert, S. (2011). Challenging traditional sequence of teaching introductory calculus.

Mathematics: Traditions and [New] Practice.d@AAMT & MERGA, 358-365.

Tall, D. (2011). Looking for the Bigger Picture. For the Learning of Mathematics. 31
(2): 17-18.

Muzangwa, J., & Chifamba, P. (2012). Analysis of errors and misconceptions in the
learning of calculus by undergraduate students. Acta Didactica Napocensia, 5(2), 1-10.

Orhun, N., (2012), Orhun,N., "Türev Fonksiyonundan, Fonksiyonun Özelliklerini

Algılamada Karşılaşılan

Tucker, A. C., &Leitzel, J. R. C. (1994). Assessing calculus reform: A report to the

community. Washington, DC: Mathematical Association of America.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn
mathematics. Washington: National Academy Press.

Alkhateeb, H., &Wampler, J. (2002).Graphing calculators and students' conceptions of

the derivative.Perceptual & Motor Skills, 94(1), 165.

Gordon, S. P. (2004). Mathematics for the new millennium.The International Journal

of Computer Algebra in Mathematics Education, 11(2), 37-44.

Kor, L. K., & Lim, C. S. (2004). Learning Statistics with Graphics Calculator: Students’
viewpoints. Integrating Technology in the Mathematical Sciences.USM Proceeding Series (pp.
69-78). Pulau Pinang, Malaysia: Penerbit Universiti Sains Malaysia.

Noraini Idris(2004). Exploration and Entertaining Mathematics: Why Graphics

Calculator? Proceedings of the 2nd National Conference on Graphing Calculators (pp. 45-54).
Pulau Pinang, Malaysia:Penerbit Universiti Sains Malaysia

Zachariades, T., Pamfilos, P., Christou, C., Maleev, R., & Jones, K. (2007). Teaching
introductory calculus: Approaching key ideas with dynamic software. Paper presented at
CETL-MSOR Conference on Excellence in the Teaching and Learning, Stats & OP, University
of Birmingham, 10-11 September 2007.

Kaminski, J. A., Sloutsky, V. M., & Heckler, A. (2009). Transfer of mathematical

knowledge: The portability of generic instantiations. Child Development Perspectives, 3, 151–
155.
Definition of terms:

Approach - a tentative suggestion designed to elicit the reactions of others

Derivative - the result of mathematical differentiation; the instantaneous change of one
quantity relative to another; df(x)/dx
Discipline - a branch of knowledge
Figurative - something that is not to be interpreted literally, but that instead uses a symbol or
a likeness.

Framework - a hypothetical description of a complex entity or process

Modality - how something is done or how it happens

Operative - something that has the most significance or the greatest importance

Schemata – background knowledge

Strands - a pattern forming a unity within a larger structural whole

Theme - underlying topic of a discussion or a recurring idea