id: 06528397
dt: j
an: 2016a.00814
au: Ariza, Angel; Llinares, Salvador; Valls, Julia
ti: Studentsâ€™ understanding of the function-derivative relationship when
learning economic concepts.
so: Math. Educ. Res. J. 27, No. 4, 615-635 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: I45 I55 I25 M45 C35
ut: function-derivative relationship; learning economics concepts; mathematical
understanding; mathematics-economics relationship
ci:
li: doi:10.1007/s13394-015-0156-9
ab: Summary: The aim of this study is to characterise studentsâ€™ understanding
of the function-derivative relationship when learning economic
concepts. To this end, we use a fuzzy metric to identify the
development of economic concept understanding that is defined by the
function-derivative relationship. The results indicate that the
understanding of these economic concepts is linked to studentsâ€™
capacity to perform conversions and treatments between the algebraic
and graphic registers of the function-derivative relationship when
extracting the economic meaning of concavity/convexity in graphs of
functions using the second derivative.
rv: