
06426618
j
2015c.00815
Seneres, Alice W.
Kerrigan, John A.
Using dynamic software to address common college calculus stumbling blocks.
J. Math. Educ. Teach. Coll. 5, No. 2, 2937 (2014).
2014
Teachers College (TC), Columbia University, New York, NY
EN
I45
U75
R25
D75
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
http://journals.tclibrary.org/index.php/matheducation/article/view/1042/646
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 precalculus 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.