On students’ understanding of implicit differentiation based on APOS theory
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education,General Mathematics
Link
https://link.springer.com/content/pdf/10.1007/s10649-020-09991-y.pdf
Reference21 articles.
1. Arnon, I., Cottrill, J., Dubinsky, E., Oktac, A., Roa, S., Trigueros, M., & Weller, K. (2014). APOS theory: A framework for research and curriculum development in mathematics education. New York, Heidelberg, Dordrecht, London: Springer.
2. Asiala, M., Cottrill, J., Dubinsky, E., & Schwingendorf, K. E. (1997). The development of students’ graphical understanding of the derivative. Journal of Mathematical Behavior, 16(4), 399–430.
3. Ayers, T., Davis, G., Dubinsky, E., & Lewin, P. (1988). Computer experiences in learning composition of functions. Journal of Research in Mathematics Education, 19(3), 246–259.
4. Breidenbach, D., Dubinsky, E., Hawks, J., & Nichols, D. (1992). Development of the process conception of function. Educational Studies in Mathematics, 23, 247–285.
5. Carlson, M. P. (1998). A cross-sectional investigation of the development of the function concept. In A. H. Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in collegiate mathematics education III (pp. 114–162). Washington, DC: MAA.
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