TSG 3: The Teaching and Learning of Calculus

Abstract

and overview. Calculus has remained for a long time an essential foundation for further work in mathematics, the sciences, engineering, business and economics, and many other areas. New technologies, new teaching methods, and new educational research have led in recent years to new approaches to content and pedagogy of calculus courses, and sometimes to controversy. Participants were invited to share ideas, experiences, and opinions, from a rich variety of mathematical, educational, national, and cultural perspectives. Sessions included brief talks and presentations, a panel discussion, and some free and active discussion of key ideas and issues raised by speakers and presenters. (These elements are summarized below.) Ms. Mikiko SASAGO provided useful translations between Japanese and English.More than 70 people, representing about 20 countries, participated in all or part of TSG 3 activities. Meetings were held in two 90-minute sessions, on 1 and 2 August 2000, at the Chiba Institute of Technology.

Manifestaciones Emergentes del Pensamiento Variacional en Estudiantes de Cálculo Inicial

“…Por su parte, Grozdev, y Todorka, (2010) sostienen que la función concreta del pensamiento variacional consiste en descubrir las propiedades ocultas, determinar las conexiones y correlaciones de una situación mediante la transformación de la realidad, donde sólo a través del pensamiento conceptual y visualfigurativo se haría difícil o imposible. Diferentes investigaciones (Zorn et al, 2004;) sostienen la importancia de utilizar diferentes experiencias, metodologías, contextos y representaciones para desarrollar diferentes nociones y objetos matemáticos.…”