RUME 26
2024
Omaha, Nebraska
Analyzing Calculus Textbooks’ Introduction of the Dynamic Derivative Using a Framework of Shape-Thinking and (Co)Variational Reasoning
Page: 1309
Calculus students often struggle to understand the derivative conceptually, even when they can differentiate fluently. Operating from the premise that underdeveloped covariational reasoning skills may be the missing link, this study explores how two widely-used calculus textbooks’ introductory derivative materials vary in terms of the opportunities they present for students to reason about the derivative covariationally. Using a novel framework introduced by Tasova et al. (2018) that merges Thompson & Carlson's (2017) covariational reasoning framework with Moore and Thompson’s (2015) graphical shaping thinking framework, this study describes the nature and frequency of the opportunities students have for understanding the derivative as dynamic or static. This poster describes the framework, presents the results of this analysis, and offers suggestions for both research and practice aligned with promoting a dynamic understanding of derivatives, and discusses the implications of these results for equity and inclusion in STEM.