Designing the encounter of teachers with meanings and levels of understanding of the derivative

Alan Basilio Pizarro-Ayavire; Juan Luis Prieto-González; Rafael Enrique Gutiérrez-Araujo

doi:10.29333/iejme/15520

Designing the encounter of teachers with meanings and levels of understanding of the derivative

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Alan Basilio Pizarro-Ayavire ¹ , Juan Luis Prieto-González ¹ ^* , Rafael Enrique Gutiérrez-Araujo ²

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¹ Facultad de Ciencias Humanas, Universidad Arturo Prat, Tarapacá, CHILE² Coordinación de Formación, Asociación Aprender en Red, Zulia, VENEZUELA^* Corresponding Author

Abstract

Previous research has shown that mathematics teachers face difficulties teaching the derivative of a function at a point. One of these difficulties revolves around the lack of materials and specialized information on this topic that allows teachers to carry out this task. Seeking to contribute to overcoming this difficulty, we describe the design of an activity oriented towards the encounter of mathematics teachers with meanings and levels of understanding of the derivative of a function at a point. The design is theoretically founded on the concepts of learning and activity of the theory of objectification and incorporates relevant information in the analytical, analytical-numerical, and geometric meanings of the derivative as well as the intra, inter, and trans levels of understanding of the concept. Based on these references, we describe the tasks that make up our design. We see our design as contributing to the field of mathematics education regarding the promotion of in-service teachers’ learning from an historical-cultural educational perspective.

Keywords

professional development
task design
derivative
joint labor

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 19, Issue 4, November 2024, Article No: em0798

https://doi.org/10.29333/iejme/15520

Publication date: 24 Oct 2024

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Article Downloads: 64

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How to cite this article

APA

Pizarro-Ayavire, A. B., Prieto-González, J. L., & Gutiérrez-Araujo, R. E. (2024). Designing the encounter of teachers with meanings and levels of understanding of the derivative. International Electronic Journal of Mathematics Education, 19(4), em0798. https://doi.org/10.29333/iejme/15520

Vancouver

Pizarro-Ayavire AB, Prieto-González JL, Gutiérrez-Araujo RE. Designing the encounter of teachers with meanings and levels of understanding of the derivative. INT ELECT J MATH ED. 2024;19(4):em0798. https://doi.org/10.29333/iejme/15520

AMA

Pizarro-Ayavire AB, Prieto-González JL, Gutiérrez-Araujo RE. Designing the encounter of teachers with meanings and levels of understanding of the derivative. INT ELECT J MATH ED. 2024;19(4), em0798. https://doi.org/10.29333/iejme/15520

Chicago

Pizarro-Ayavire, Alan Basilio, Juan Luis Prieto-González, and Rafael Enrique Gutiérrez-Araujo. "Designing the encounter of teachers with meanings and levels of understanding of the derivative". International Electronic Journal of Mathematics Education 2024 19 no. 4 (2024): em0798. https://doi.org/10.29333/iejme/15520

Harvard

Pizarro-Ayavire, A. B., Prieto-González, J. L., and Gutiérrez-Araujo, R. E. (2024). Designing the encounter of teachers with meanings and levels of understanding of the derivative. International Electronic Journal of Mathematics Education, 19(4), em0798. https://doi.org/10.29333/iejme/15520

MLA

Pizarro-Ayavire, Alan Basilio et al. "Designing the encounter of teachers with meanings and levels of understanding of the derivative". International Electronic Journal of Mathematics Education, vol. 19, no. 4, 2024, em0798. https://doi.org/10.29333/iejme/15520