Abstract
This paper aims to show how university students relate a function with its derivative function in a task with a purely graphical approach. This task is part of a diagnostic test used in a broader investigation whose objective is to build the concept of derivative in university students with the help of the APOE theory, which provides mental structures required to understand a mathematical concept: action, process, object, and scheme. Initially the paper shows the details of the test and the analyzed task, then it shows the qualitative and quantitative analysis of the observed responses. In general, the results obtained show deficiencies in students when faced with graphic focus exercises. Likewise, the justifications observed in students show an inclination towards solving exercises from an algebraic aspect, thus leaving aside the graphics of the activity. We assume that future research may use these results as background for their works, and active teachers may encourage their students to resolve this type of conceptual items in the classrooms.
Published Version
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