Authors:
description of the main theoretical frameworks used in the field of calculus
Describes the state of calculus instruction from both the European and American perspectives
Provides a brief summary of the latest research advances and some new issues initiated by these advances
Includes supplementary material: sn.pub/extras
Part of the book series: ICME-13 Topical Surveys (ICME13TS)
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About this book
This survey focuses on the main trends in the field of calculus education. Despite their variety, the findings reveal a cornerstone issue that is strongly linked to the formalism of calculus concepts and to the difficulties it generates in the learning and teaching process. As a complement to the main text, an extended bibliography with some of the most important references on this topic is included. Since the diversity of the research in the field makes it difficult to produce an exhaustive state-of-the-art summary, the authors discuss recent developments that go beyond this survey and put forward new research questions.
Keywords
- Calculus Design
- Formalism
- Infinity
- Calculus Thinking
- Task Design
- Cognitive Development
- Limits
- Derivatives
- Integrals
- Calculus Instruction
- Calculus Teachers
- learning and instruction
Authors and Affiliations
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Dept of Mathematics, Macalester College, Saint Paul, USA
David Bressoud
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IPEIT, University of Tunis, Tunis, Tunisia
Imène Ghedamsi
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FJR/Faculty of Engineering/UdelaR, Universidad de la República, Malaga, Spain
Victor Martinez-Luaces
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Faculty of Mathematics, University of Duisburg-Essen, Essen, Germany
Günter Törner
Bibliographic Information
Book Title: Teaching and Learning of Calculus
Authors: David Bressoud, Imène Ghedamsi, Victor Martinez-Luaces, Günter Törner
Series Title: ICME-13 Topical Surveys
DOI: https://doi.org/10.1007/978-3-319-32975-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016
License: CC BY
Softcover ISBN: 978-3-319-32974-1Published: 22 June 2016
eBook ISBN: 978-3-319-32975-8Published: 14 June 2016
Series ISSN: 2366-5947
Series E-ISSN: 2366-5955
Edition Number: 1
Number of Pages: VII, 37
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education