Covariational reasoning of university students in an approach to the concept of definite integral through Riemann sums
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Issue Date
2022-08-01
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Razonamiento covariacional de estudiantes universitarios en un acercamiento al concepto de integral definida mediante sumas de RiemannPublisher
Centro de Informacion TecnologicaJournal
Formacion UniversitariaDOI
10.4067/S0718-50062022000400105Additional Links
https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-50062022000400105&lng=en&nrm=iso&tlng=enAbstract
This study aims to analyze changes in mental actions associated with the covariational reasoning of one pair of students when working on tasks to approach the concept of definite integral through Riemann sums. Mental actions are gathered from student interactions in GeoGebra, from their written reports, and from a semi-structured interview applied to one pair of students from an engineering school in Mexico. Data are analyzed with the theoretical construct of covariational reasoning. The results show an evolution in the way students coordinate simultaneous changes between the variables involved in tasks, from the no coordination level to the chunky continuous covariation level. It is concluded that questions to propose conjectures on the use of rectangles in approximation processes to the area of a region, including their justification, and the process of inferring behaviors from hypothetical situations, reveal behaviors associated with higher levels of covariational reasoning.Type
info:eu-repo/semantics/articleRights
info:eu-repo/semantics/openAccessAttribution-NonCommercial-ShareAlike 4.0 International
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spaEISSN
07185006ae974a485f413a2113503eed53cd6c53
10.4067/S0718-50062022000400105
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- Creative Commons