
06528397
j
2016a.00814
Ariza, Angel
Llinares, Salvador
Valls, Julia
Students' understanding of the functionderivative relationship when learning economic concepts.
Math. Educ. Res. J. 27, No. 4, 615635 (2015).
2015
Springer Netherlands, Dordrecht; Mathematics Education Research Group of Australasia (MERGA), Wahroonga, New South Wales, Australia
EN
I45
I55
I25
M45
C35
functionderivative relationship
learning economics concepts
mathematical understanding
mathematicseconomics relationship
doi:10.1007/s1339401501569
Summary: The aim of this study is to characterise students' understanding of the functionderivative 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 functionderivative relationship. The results indicate that the understanding of these economic concepts is linked to students' capacity to perform conversions and treatments between the algebraic and graphic registers of the functionderivative relationship when extracting the economic meaning of concavity/convexity in graphs of functions using the second derivative.