
06598979
j
2016d.00775
Attorps, Iiris
Bj\"ork, Kjell
Radic, Mirko
Tossavainen, Timo
Varied ways to teach the definite integral concept.
Int. Electron. J. Math. Educ. 8, No. 23, 8199 (2013).
2013
Gokkusagi, Ankara
EN
I55
C35
tertiary education
university teaching
research
experimental teaching
concept formation
learning study
understanding
analysis of learning outcomes
integral calculus
definite integrals
fundamental theorem of calculus
lecture observation
tests
GeoGebra
variation
http://www.mathedujournal.com/dosyalar/IJEM_v8n23_3.pdf
Summary: In this paper, we report on a collaborative teaching experiment based on the Learning Study model (LS model) which grounds on the Variation Theory. Until today, most of such studies have focused on the teaching and learning of elementary school mathematics; ours was carried out in undergraduate mathematics education. In the following, we discuss how we managed to promote students' conceptual learning by varying the treatment of the object of learning (the concept of definite integral and the Fundamental Theorem of Calculus) during three lectures on an introductory course in calculus. We also discuss the challenges and possibilities of the LS model and the Variation Theory in the development of the teaching of tertiary mathematics in general. The experiment was carried out at a Swedish university. The data of the study consists of the documents of the observation of three lectures and the students' answers to the pre and posttests of each lesson. The analysis of learning results revealed some critical aspects of the definite integral concept and patterns of variations that seem to be effective to a significant degree. For example, we found several possibilities to use GeoGebra to enrich students' learning opportunities.