Promoting students’ graphical understanding of the calculus
By J. Berry, M. Nyman. 2003
158 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability, Theoretical Computer Science
View Paper: https://www.semanticscholar.org/paper/60fd4b35fb04fe5573fd13296106b920869980af
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In Education
In Statistics and Probability
In Theoretical Computer Science
Citations in the corpus
- Contrasting Cases of Calculus Students' Understanding of Derivative Graphs (2010, background): “Berry and Nyman (2003 ) investigated college students' understanding of the relationship between the derivative and antiderivative function while drawing graphs of functions (ie, distance–time graphs) from derivative graphs (ie, velocity–time graphs) with the help of graphing calculators and Calcula”
- Why don't well-educated adults understand accumulation? A challenge to researchers, educators, and citizens (2009, background): “Although the results of prior work suggest that poor performance arises from the use of the correlation heuristic (Cronin & Gonzalez, in press; Sterman & Booth Sweeney, 2002; Booth Sweeney & Sterman, 2000), there are many other explanations.”
- Intra-mathematical connections made by high school students in performing Calculus tasks (2018, background): “In thisway,making connections among mathematical ideas is an important indicator of understanding [11], but at the same time, a student who has some understanding will be able to make connections between ideas, concepts, procedures, representations and meanings.”
- Interpreting a graph and constructing its derivative graph: stability and change in students’ conceptions (2007, background): “An observational study by Berry and Nyman [6] with eight students who were enrolled on a one month intensive course at a college examined how students think about the links between the graph of a derived function and the original function from which it was formed.”