2021 Research in Undergraduate Mathematics Education Reports
2021
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Students’ Meanings for their Symbolization about Rate of Change Functions in Dynamic Geometric Contexts
Page: 21
I present the results from a set of clinical interviews conducted during the 2019-2020 academic year to produce generative models of student thinking about rates of change towards the end of a university-level calculus sequence at a large State University in the Southwestern United States. The data presented here presents a case for supporting students’ symbolization as emergent from their previous conceptualization and mental activity. I provide a conceptual analysis to illustrate ways of thinking that may be propitious for understanding rates of change in a calculus context and symbolizing with the intent to convey meaning.