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RESEARCH PAPER
Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors
1
Department of Mathematical and Physical Sciences, Miami University, Middletown, OH, USA
Online publication date: 2024-03-22
Publication date: 2024-04-01
EURASIA J. Math., Sci Tech. Ed 2024;20(4):em2426
KEYWORDS
ABSTRACT
Much research has reported on difficulties exhibited by students when working with the concept
of the derivative in first-semester university calculus. In an effort to generate and share a resource
on effective instructional practices related to the teaching of the concept of the derivative, a 12-
item questionnaire was administered to experienced calculus instructors in the United States.
Most of the 10 experts who participated in this study considered providing ample examples and
practice problems, using graphing utilities such as Desmos and GeoGebra, and employing
problem solving strategies in the teaching of the concept of the derivative to be effective in
supporting students learn about the concept of the derivative, among other things. These experts
further remarked on representations of the concept of the derivative and real-world contexts they
typically use in their teaching of the concept, in addition to providing rationales for the choice of
real-world contexts they typically use in their teaching of the concept. Recommendations for
instruction are included.
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