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\input zb-matheduc
\iteman{ZMATH 2012c.00576}
\itemau{Caballero-Gonzalez, Carlos; Bernal-Rodriguez, Jesus}
\itemti{New technologies and education: constructive, geometric and dynamic introduction of the derivative concept.}
\itemso{Int. J. Technol. Math. Educ. 18, No. 4, 203-208 (2011).}
\itemab
Summary: Most teachers speak of ICT and the new possibilities that have opened up in education, in particular it is especially worth mentioning the role ICT can play in a classroom as a tool to enhance understanding of mathematical concepts, to make conjectures, economise teaching time in search of resources and to serve as a new way of communication to provide quick feedback in the process of continuous improvement. In this paper we present an interactive unit that will focus on introducing the concept of derivative in high school, acquisition and assimilation, differing with the classical way of the derivative motivated by the study of the tangent to the graph of a function. That approach is somewhat artificial from our point of view, and it will usually end up crashing for the students with the classic theorem that say: ``differentiability implies continuity'' and intuitive ideas will be thrown out. This new approach will be possible through the use of ICT, in particular it will be very important for the use of the software GeoGebra. (Contains 10 figures.) (ERIC)
\itemrv{~}
\itemcc{I44 I45 R24 R25}
\itemut{feedback; geometric concepts; information technology; mathematical concepts; high schools; secondary school students; educational technology; computer software; teaching methods; differential calculus; derivatives; concept formation}
\itemli{http://www.tech.plym.ac.uk/research/mathematics\_education/field%20of%20work/ijtme/volume\_18/number\_four.htm#seven}
\end