Advanced search
Publication Cover
Mathematical Thinking and Learning Volume 12, 2010 - Issue 2
Submit an article Journal homepage
1,378
Views
37
CrossRef citations to date
0
Altmetric
Articles

Contrasting Cases of Calculus Students' Understanding of Derivative Graphs

Erhan Selcuk Haciomeroglu University of Central Florida, Correspondence[email protected]
,
Leslie Aspinwall Florida State University,
&
Norma C. Presmeg Illinois State University,
Pages 152-176 | Published online: 25 Mar 2010

Citations (37)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (13)

Giovannina Albano, Osama Swidan & Anna Pierri. (2023) A model for analyzing the explanatory writing of undergraduate students when solving mathematical tasks. International Journal of Mathematical Education in Science and Technology 54:2, pages 180-194.
Read now
Hilal Gulkilik. (2022) Representational fluency in calculating volume: an investigation of students’ conceptions of the definite integral. International Journal of Mathematical Education in Science and Technology 53:11, pages 3092-3114.
Read now
Dae S. Hong & Jae Ki Lee. (2022) Contrasting cases of college calculus instructors: their preferences and potential pedagogy in teaching derivative graphs. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-20.
Read now
Mahmut Kertil & Ali Rıza Küpcü. (2021) Prospective mathematics teachers’ ways of reasoning on differentiability and corner points in a real-life context. International Journal of Mathematical Education in Science and Technology 52:9, pages 1361-1384.
Read now
Steven Boyce, Jeffrey A. Grabhorn & Cameron Byerley. (2021) Relating students’ units coordinating and calculus readiness. Mathematical Thinking and Learning 23:3, pages 187-208.
Read now
Javier García-García & Crisólogo Dolores-Flores. (2021) Exploring pre-university students’ mathematical connections when solving Calculus application problems. International Journal of Mathematical Education in Science and Technology 52:6, pages 912-936.
Read now
Matthew Voigt, Naneh Apkarian & Chris Rasmussen. (2020) Undergraduate course variations in precalculus through Calculus 2. International Journal of Mathematical Education in Science and Technology 51:6, pages 858-875.
Read now
Erdem Çekmez. (2020) Establishing the link between the graph of a parametric curve and the derivatives of its component functions. International Journal of Mathematical Education in Science and Technology 51:1, pages 115-130.
Read now
Nicole Engelke Infante, Kristen Murphy, Celeste Glenn & Vicki Sealey. (2018) How concept images affect students’ interpretations of Newton's method. International Journal of Mathematical Education in Science and Technology 49:5, pages 643-659.
Read now
Javier García-García & Crisólogo Dolores-Flores. (2018) Intra-mathematical connections made by high school students in performing Calculus tasks. International Journal of Mathematical Education in Science and Technology 49:2, pages 227-252.
Read now
Michael Hammond & Bader Alotaibi. (2017) Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?. Technology, Pedagogy and Education 26:2, pages 139-155.
Read now
Batseba Mofolo-Mbokane, Johann Engelbrecht & Ansie Harding. (2013) Learning difficulties with solids of revolution: classroom observations. International Journal of Mathematical Education in Science and Technology 44:7, pages 1065-1080.
Read now
Erhan Selcuk Haciomeroglu, Eric Chicken & Juli K. Dixon. (2013) Relationships between Gender, Cognitive Ability, Preference, and Calculus Performance. Mathematical Thinking and Learning 15:3, pages 175-189.
Read now

Articles from other publishers (24)

Ali Bicer, Aysenur Bicer, Mary Capraro & Yujin Lee. (2023) Mathematical Connection is at the Heart of Mathematical Creativity. Creativity. Theories – Research - Applications 10:1-2, pages 17-40.
Crossref
Sofie Van den Eynde, Martin Goedhart, Johan Deprez & Mieke De Cock. (2022) Role of Graphs in Blending Physical and Mathematical Meaning of Partial Derivatives in the Context of the Heat Equation. International Journal of Science and Mathematics Education 21:1, pages 25-47.
Crossref
Erhan HACİOMEROGLU & Güney HACIÖMEROĞLU. (2022) Öğrenme Tercihi Ölçeği-Analiz’in Geliştirilme Çalışması: Öğretmen Adaylarının TercihleriDevelopment of a Learning Preference Questionnaire-Calculus: Prospective Teachers’ Preferences. International Journal of Educational Studies in Mathematics 9:3, pages 146-160.
Crossref
Keith Gallagher & Nicole Engelke Infante. (2021) A Case Study of Undergraduates’ Proving Behaviors and Uses of Visual Representations in Identification of Key Ideas in Topology. International Journal of Research in Undergraduate Mathematics Education 8:1, pages 176-210.
Crossref
Bhesh Mainali. (2021) Preference for Solution Methods and Mathematical Performance: A Critical Review. International Electronic Journal of Mathematics Education 16:3, pages em0651.
Crossref
Fernando Hitt & Sarah Dufour. (2021) Introduction to calculus through an open-ended task in the context of speed: representations and actions by students in action. ZDM – Mathematics Education 53:3, pages 635-647.
Crossref
K A Fitri & S Prabawanto. (2021) Students’ relational understanding of the rectangle: a case study. Journal of Physics: Conference Series 1882:1, pages 012054.
Crossref
Javier García-García & Crisólogo Dolores-Flores. (2019) Pre-university students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal 33:1, pages 1-22.
Crossref
A Septian, Darhim & S Prabawanto. (2020) Mathematical representation ability through geogebra-assisted project-based learning models. Journal of Physics: Conference Series 1657:1, pages 012019.
Crossref
Muhammad IKRAM, Purwanto -I Nengah PARTA & Hery SUSANTO. (2020) Exploring the Potential Role of Reversible Reasoning: Cognitive Research on Inverse Function Problems in Mathematics. Journal for the Education of Gifted Young Scientists 8:1, pages 591-611.
Crossref
Osama Swidan. (2019) Construction of the Mathematical Meaning of the Function–Derivative Relationship Using Dynamic Digital Artifacts: a Case Study. Digital Experiences in Mathematics Education 5:3, pages 203-222.
Crossref
Paul Iwuanyanwu. (2019) Students’ understanding of calculus-based kinematics and the arguments they generated for problem-solving: The case of understanding physics. Journal of Education in Science, Environment and Health.
Crossref
Ulf Ryberg. (2018) Generating different lesson designs and analyzing their effects: The impact of representations when discerning aspects of the derivative. The Journal of Mathematical Behavior 51, pages 1-14.
Crossref
Steven R. Jones. (2017) Prototype images in mathematics education: the case of the graphical representation of the definite integral. Educational Studies in Mathematics 97:3, pages 215-234.
Crossref
Erhan Selcuk Haciomeroglu & Mark LaVenia. (2017) Object-Spatial Imagery and Verbal Cognitive Styles in High School Students. Perceptual and Motor Skills 124:3, pages 689-702.
Crossref
Crisólogo Dolores Flores & Javier García-García. (2017) Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior. Bolema: Boletim de Educação Matemática 31:57, pages 158-180.
Crossref
Eyüp Sevimli. (2016) Do calculus students demand technology integration into learning environment? case of instructional differences. International Journal of Educational Technology in Higher Education 13:1.
Crossref
Caroline Yoon. 2016. Semiotics as a Tool for Learning Mathematics. Semiotics as a Tool for Learning Mathematics 69 87 .
Angel Ariza, Salvador Llinares & Julia Valls. (2015) Students’ understanding of the function-derivative relationship when learning economic concepts. Mathematics Education Research Journal 27:4, pages 615-635.
Crossref
Maxine Pfannkuch, Pip Arnold & Chris J. Wild. (2014) What I see is not quite the way it really is: students’ emergent reasoning about sampling variability. Educational Studies in Mathematics 88:3, pages 343-360.
Crossref
Utkun Aydin & Behiye Ubuz. (2014) Predicting undergraduate students' mathematical thinking about derivative concept: A multilevel analysis of personal and institutional factors. Learning and Individual Differences 32, pages 80-92.
Crossref
Young Ju Choi & Jin Kon Hong. (2014) On the students' thinking of the properties of derivatives. The Mathematical Education 53:1, pages 25-40.
Crossref
Erhan Selcuk Haciomeroglu. 2011. Model-Centered Learning. Model-Centered Learning 133 144 .
Ferdinand D. RiveraFerdinand D. Rivera. 2011. Toward a Visually-Oriented School Mathematics Curriculum. Toward a Visually-Oriented School Mathematics Curriculum 1 19 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.