PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Calculus TA’s reflections on their teaching of the derivative using video recall
Page: 476
This paper addresses the characteristics of first time Calculus I TAs’ teaching practice of the derivative and reflection on their teaching using video-stimulated recall. Our analysis using three views of function – correspondence, variation, and covariation – shows that regardless of representations that TAs adopted, their discussion mainly addressed correspondence, and most TAs used correspondence to justify the difference quotient (DQ) in the limit definition as a function, and transition from the derivative at a point and the derivative as a function. TAs also emphasized different uses of letters as an input of the derivative in such transition from students’ point of view although they as mathematicians did not see the difference. Some TAs addressed the variational or covariational view in class and/or during reflections but in a limited way by simply acknowledging that quantities “change” without describing how they change.