Exploring the Role of Metonymy in Mathematical Understanding and Reasoning: The Concept of Derivative as an Example.
By Michelle Zandieh, Jessica Knapp. 2006
83 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/7f83756f6699d3134301518228bc334ef0637897
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Language and Linguistics
Citations in the corpus
- Reasoning about variation in the intensity of change in covarying quantities involved in rate of change (2012, background): “Nonnumerical reasoning can be useful for students coming to understand the concept of derivative (Zandieh & Knapp, 2006).”
- Is the derivative a function? If so, how do we teach it? (2015, background): “Recently, Zandieh and Knapp (2006) addressed students’ thinking about the limit component using metonymy, which occurs when one entity is used to refer to another that is related to it (p. 1).”
- Together yet separate: Students’ associating amounts of change in quantities involved in rate of change (2015, background): “Yet, rate of change remains a difficult to understand concept for both secondary students (e.g., Herbert & Pierce, 2012; Lobato, Ellis, & Muñoz, 2003; Stump, 2001) and university students (e.g., Bezuidenhout, 1998; Cantoral & Farfán, 1998; Ubuz, 2007; Zandieh & Knapp, 2006).”