Diagnosing conflict factors in calculus through students' writings: One teacher's reflections |
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| Institution: | 1. Department of Curriculum and Instruction, Florida State University, 209 Milton Carothers Hall, Tallahassee, FL 32306, USA;2. Department of Mathematical Sciences, Middle Tennessee State University, PO Box 34, Murfreesboro, TN 37132, USA;1. Department of Chemistry, East Tehran Branch, Islamic Azad University, Tehran, Iran;2. Department of Chemistry, Karaj Branch, Islamic Azad University, Karaj, Iran |
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| Abstract: | One means of effecting innovation in calculus teaching and learning involves curricular change, but implementing a reform calculus curriculum does not mean necessarily that students go beyond rote learning and symbolic manipulation. In this paper, we document a process of self-reflection, during which the teacher-as-researcher engaged in analysis of students' written responses to prompts that were intended to inform the teacher about students' understanding of fundamental concepts. |
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