id: 06426618
dt: j
an: 2015c.00815
au: Seneres, Alice W.; Kerrigan, John A.
ti: Using dynamic software to address common college calculus stumbling blocks.
so: J. Math. Educ. Teach. Coll. 5, No. 2, 29-37 (2014).
py: 2014
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: I45 U75 R25 D75
ut: AP calculus; concepts; teaching; computer as educational medium; geometry
software; college; university teaching; learning problems;
misconceptions; student errors; graphing software; visualization;
graphical representations; definition of a derivative; utilizing
theorems; intermediate value theorem; mean value theorem;
L’Hopital’s rule; differentiation; curve sketching
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/1042/646
ab: Summary: There are specific topics in college calculus that can be major
stumbling blocks for students. Having taught college calculus for four
years to over a thousand students, we observed that even the students
who have already taken pre-calculus or calculus during their high
school careers had common misunderstandings. Students may remember a
technique without retaining the understanding of why it can be applied
or what it is accomplishing, essentially only having knowledge of a
rote procedure. Educators can address these areas of difficulty by
regularly utilizing dynamic technologies such as Geometer’s Sketchpad
and Desmos in the classroom to fully illustrate calculus concepts. With
these tools, teachers can help their students better understand how to
reason mathematically in calculus.
rv: