PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Relationships Between Calculus Students’ Ways of Coordinating Units and their Ways of Understanding Integration
Page: 1717
This poster describes results from a paired-student teaching experiment focused on college calculus students’ understandings of integration. Our aim was to model relationships between students’ covariational reasoning, quantitative reasoning, and numerical reasoning as they were developing meanings for integration, via teaching sessions that were concurrent but independent from the students’ “traditionally-taught” second-term calculus course. We will discuss commonalities between students’ ways of reasoning multiplicatively, ways of reasoning about linear rates of change, and ways of understanding integration.