
06619331
j
2016e.00326
Grant, Melva R.
Crombie, William
Enderson, Mary
Cobb, Nell
Polynomial calculus: rethinking the role of calculus in high schools.
Int. J. Math. Educ. Sci. Technol. 47, No. 6, 823836 (2016).
2016
Taylor \& Francis, Abingdon, Oxfordshire
EN
D30
I10
teaching calculus
conceptual architecture
secondary mathematics
calculus reform
doi:10.1080/0020739X.2015.1133851
Summary: Access to advanced study in mathematics, in general, and to calculus, in particular, depends in part on the conceptual architecture of these knowledge domains. In this paper, we outline an alternative conceptual architecture for elementary calculus. Our general strategy is to separate basic concepts from the particular advanced techniques used in their definition and exposition. We develop the beginning concepts of differential and integral calculus using only concepts and skills found in secondary algebra and geometry. It is our underlining objective to strengthen students' knowledge of these topics in an effort to prepare them for advanced mathematics study. The purpose of this reconstruction is not to alter the teaching of limitbased calculus but rather to affect students' learning and understanding of mathematics in general by introducing key concepts during secondary mathematics courses. This approach holds the promise of strengthening more students' understanding of limitbased calculus and enhancing their potential for success in postsecondary mathematics.