PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Transformers! More than Meets the Eye!
Page: 1692
In this study, we characterize a conceptual model some students draw upon in their problem-solving activity when engaged in definite integral tasks. We call this model an Integral as a Transformer conception as it is invoked by students as a means to transform a quantitative relationship suitable for constant values into a structure appropriate for co-varying quantities.