SciELO - Scientific Electronic Library Online

 
vol.33 número1South African physical sciences teachers' perceptions of new content in a revised curriculum índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


South African Journal of Education

versión On-line ISSN 2076-3433

Resumen

MAHARAJ, Aneshkumar. An APOS analysis of natural science students' understanding of derivatives. S. Afr. j. educ. [online]. 2013, vol.33, n.1, pp. 1-19. ISSN 2076-3433.

This article reports on a study which used the APOS (action-process-object-schema) theoretical framework to investigate university students' understanding of derivatives and their applications. Research was done at the Westville Campus of the University of KwaZulu-Natal in South Africa. The relevant rules for finding derivatives and their applications were taught to undergraduate science students. This paper reports on the analysis of students' responses to six types of questions on derivatives and their applications. The findings of this study suggest that those students had difficulty in applying the rules for derivatives and this was possibly the result of many students not having appropriate mental structures at the process, object and schema levels.

Palabras clave : action; APOS; chain rule; derivatives; process; object; schema; teaching.

        · texto en Inglés     · Inglés ( pdf )