Teaching of Limit and Derivative Concepts in Beginning Calculus by Combinations of Inductive and Deductive Methods

Abstract

The purpose of the research was to compare the teaching of the limit and derivative concepts by inductive and deductive methods to advanced high school students in Chicago suburbs. An analysis of variance design was used in three studies comprising the experiment: comparison of inductive and deductive teaching of 1.) the limit concept, 2.) the derivative concept, and 3.) the four combined inductive and deductive combinations of the limit and derivative concepts. Programmed units were used to remove any variation in classroom teachers’ methods. The results of the study favored a deductive derivative approach, although correlation of experimental variables showed that a student’s prior mathematical knowledge was the best predictor of success in either unit taught by either method.