Abstract
This work aims to analyze the responses of a group of engineering students related to problems about tangents in a teaching learning process of derivative in a differential calculus course. The methodological design, oriented to a group of 161 students from two Chilean universities, considers different onto-semiotic configurations in problem-situations about tangents. The methodology implemented integrates information and communication technologies in differentiated activities, favoring the use of languages and progressive approach to the meaning of the derivative. The exploratory-type analysis was carried out applying some tools of the onto-semiotic Approach of mathematical knowledge and instruction. Difficulties were found in the concept of function and the Euclidean conception of the tangent line, which brings with it a weak interpretation of the derivative function and its geometric representation. It is concluded that the implementation of the geometric interpretation through information and communication technologies makes it possible to improve the teaching of the derivative.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Eurasia Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
