RUME 25
2023
Omaha, Nebraska
Calculus I Instructors’ Use of Representations in Instructional Tasks: Introducing Derivatives with Inquiry
Page: 1185
I present preliminary results from my dissertation research that investigates how eight college Calculus I instructors used representations in an instructional task intended for introducing derivatives with inquiry. Using Zandieh’s (2000) framework, the instructors were asked to propose and sequence eight tasks for introducing derivatives to their students. This paper focuses on the instructors’ utilization of various representations of derivatives in the first task they proposed in the sequence. The findings show how all instructors found graphical and physical representations appropriate for introducing derivatives, with some of them also reaching out to other representations (symbolic, numerical, and verbal) simultaneously.