RUME 27
2025
Alexandria, Virginia
Derivative Process-Object Preferences of Post-Secondary Teachers
Page: 1226
Derivatives are often considered the central part of introductory calculus (Kidron, 2019). While there has been consideration of how non-mathematicians use the derivative differently than their mathematical colleagues (Dray et al., 2019), there has been no survey data to aggregate these differences over many respondents. This study begins to explore how such data can be gathered and analyzed using a survey generated by the researcher to determine the process-object conception of the derivative (Dray et al., 2019; Zandieh, 2000) favored by various post- secondary teachers. In its current form, the survey distributed showed few significant differences between favored process-object levels in the framework of Dray and colleagues (2019). Survey improvements are discussed.