We know derivatives are about rates. Why don't our students?

Contributor Notes

Eric Weber, Eric.Weber@oregonstate.edu, is assistant professor of mathematics education at Oregon State University in Corvallis. He is interested in how technology can support visualizing advanced mathematical ideas.

Michael Tallman, michael.tallman@asu.edu,

Cameron Byerley, cameron.byerley@asu.edu, are PhD candidates in mathematics education at Arizona State University in Tempe. Tallman is interested in characterizing mathematical knowledge for teaching secondary school mathematics. Byerley researches how students think about calculus and supports Teach for America teachers.

Patrick W. Thompson, pat.thompson@asu.edu, is professor of mathematics education in the School of Mathematical and Statistical Sciences at Arizona State University. He teaches mathematics education courses as well as research courses for doctoral students.

(Corresponding author is Weber Eric.Weber@oregonstate.edu)
(Corresponding author is Tallman michael.tallman@asu.edu)
(Corresponding author is Byerley cameron.byerley@asu.edu)
(Corresponding author is Thompson pat.thompson@asu.edu)
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