Abstract
The support of technology for working with multiple representations of functions has substantial potential for teaching calculus. For teaching differentiation, these representations relate to finding difference quotients, finding gradients of curves and tangents, and using symbolic differentiation rules. For students to use them all and link them together requires a wide range of skills, which have been organised into aDifferentiation Competency Framework. This paper also describes a balancedDifferentiation Competency Test that was created from the Framework and used in two Year 11 classes to monitor students’ understanding of introductory differentiation. The Framework helps identify both student achievement and teaching focus.
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Kendal, M., Stacey, K. Tracing learning of three representations with the differentiation competency framework. Math Ed Res J 15, 22–41 (2003). https://doi.org/10.1007/BF03217367
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DOI: https://doi.org/10.1007/BF03217367