Using Animations in the Teaching of Calculus Concepts
Save to My Collections
Giraldo, J.H. (2002). Using Animations in the Teaching of Calculus Concepts. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1078-1079). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/10935.
Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
Dee Anna Willis, Jerry Price & Niki Davis
More Information on SITE
Table of Contents
During the last decade a lot of emphasis has been placed in the understanding of the concepts in the teaching of calculus de-emphasizing the computational part. The use of technology has increased tremendously to help the student understand the basics ideas behind crucial concepts such as the derivative and integral. Animation of these concepts is one way to use technology as a pedagogical tool to help the students gain insight and understanding of them. From the stand point of teachers' preparation it will have a very positive repercussion, since the teachers will be teaching concepts which they understand better, and are more meaningful for them than just a simple formula or expression. In this paper I am reporting on the use of animations as a pedagogical tool, and possible effects in the teachers preparation. All these animations were created with Mathematica, a computer algebra system (CAS).
- Technological Tools to Enhance Performance in Calculus I
- Beliefs, Experiences, and Reflections that Affect the Development of Techno-Mathematical Knowledge
- Learning the Basics with Calculus
- The Impact of Using Computers and Calculators on Calculus Instruction: Various Perceptions
- Evaluation of a learning environment used to teach Calculus in formal university level.
- Distance calculus students’ understanding of derivative
- Insights from a Teacher/Teacher Educator in using the Internet and Geometer's Sketchpad in the Teaching of Geometry
- Developing Students’ Representational Fluency Using Virtual and Physical Algebra Balances
- Technology Closes the gap between Students’ Individual Skills and Background Differences
- Enhancing Conceptual Learning Through Computer-Based Applets: The Effectiveness and Implications
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.