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Prospective teachers' reactions to Right-or-Wrong tasks: The case of derivatives of absolute value functions [An article from: Journal of Mathematical Behavior]
Book Details
Author(s)P. Tsamir, S. Rasslan, T. Dreyfus
PublisherElsevier
ISBN / ASINB000PC0CV0
ISBN-13978B000PC0CV2
AvailabilityAvailable for download now
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Journal of Mathematical Behavior, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This paper illustrates the role of a Thinking-about-Derivatives task in identifying learners' derivative conceptions and for promoting their critical thinking about derivatives of absolute value functions. The task included three parts: Define the derivative of a function f(x) at x=x"0",Solve-if-Possible the derivative of f(x)=|x| at x=2 and at x=0, and evaluate the correctness of suggested solutions in a Right-or-Wrong part. Three prospective teachers, Noa, Anat and Daniel were individually interviewed when solving the task. We found that while the participants correctly solved the Define part, they exhibited some erroneous images in the Solve-if-Possible part, and their work on the Right-or-Wrong part contributed to their critical thinking about functions and derivatives. All three participants expressed their appreciation of their work on the Right-or-Wrong part of the task.
Description:
This paper illustrates the role of a Thinking-about-Derivatives task in identifying learners' derivative conceptions and for promoting their critical thinking about derivatives of absolute value functions. The task included three parts: Define the derivative of a function f(x) at x=x"0",Solve-if-Possible the derivative of f(x)=|x| at x=2 and at x=0, and evaluate the correctness of suggested solutions in a Right-or-Wrong part. Three prospective teachers, Noa, Anat and Daniel were individually interviewed when solving the task. We found that while the participants correctly solved the Define part, they exhibited some erroneous images in the Solve-if-Possible part, and their work on the Right-or-Wrong part contributed to their critical thinking about functions and derivatives. All three participants expressed their appreciation of their work on the Right-or-Wrong part of the task.
