RUME 26
2024
Omaha, Nebraska
Representations of the Derivative Valued by Post-Secondary Teachers
Page: 791
Introductory calculus classes often serve as prerequisite classes for science and engineering majors. However, some researchers have questioned whether calculus courses, as currently taught, are filtering students appropriately (Black & Hernandez-Martinez, 2016; Williams, 2012; Williams & Choudry, 2016). Central to introductory calculus classes is the derivative (Kidron, 2019). Scholars have discussed the ways in which representations of the derivative differ between disciplines (Dray et al., 2019), but there has been no formal research investigating the representations of the derivative valued by teachers of calculus and teachers of subsequent non-mathematics classes. This study, through a new survey instrument, determined there are significant differences between the representations of the derivative valued by various post-secondary teachers in majors requiring calculus. By analyzing these differences, recommendations can be made to improve calculus as a preparatory course for non-mathematics majors.