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Where is the rate in the rule?

Herbert, Sandra 2008, Where is the rate in the rule?, Australian Senior Mathematics Journal, vol. 22, no. 2, pp. 28-36.

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Title Where is the rate in the rule?
Author(s) Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Journal name Australian Senior Mathematics Journal
Volume number 22
Issue number 2
Start page 28
End page 36
Total pages 9
Publisher Australian Association of Mathematics Teachers Inc.
Place of publication Armidale, N.S.W.
Publication date 2008-10-01
ISSN 0819-4564
Summary A well-developed understanding of rate is foundational to conceptual understanding of introductory calculus. Many students achieve procedural competence with the application of rules for differentiation without developing an awareness of the connection between derivative and rate. In addition, rate-related reasoning is needed to make informed decisions in many everyday applications of rate. This paper reports on additional data collected during interviews for a project investigating the different ways rate may be experienced by pre-calculus students. Many researchers (for example Kaput, 1999) have suggested that the conceptual understanding of function may be enhanced through the presentation and exploration of multiple representations of a variety of functions. In this paper, one section of each interview is considered in detail to evaluate the participants’ understanding in a specific rate context. Participants were asked to discuss a dynamic geometry simulation of a blind on two different windows one rectangular and the other not. Detailed analysis of the video-record of each participant’s interview provides insights into their perceptions of rate in several different representations. In the sections below, the conceptual framework is described; details of the interviews and the computer-based simulation are provided; and the analysis of the data is discussed.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Australian Association of Mathematics Teachers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30028845

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.