How do mathematics textbooks address students' misconceptions? The case of the tangent line

Barbara Pieronkiewicz

Didactica Mathematicae (2019)

  • Volume: 41
  • ISSN: 0208-8916

Abstract

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The study presented in this paper is a part of a substantive analysis of different didactical phenomena in relation to several mathematical concepts, conducted at the preparatory stage of a project aimed at investigating substantive and didactical competencies of pre-service teachers of mathematics. What I report here, relates to the exploration of didactical phenomena in relation to the tangent concept. Since school textbooks are the most common resource referred to by students and teachers, they deserve particular attention as one of the potential sources of concept images and mathematics-related beliefs of learners. In this article I present results from the analysis of ve, currently most popular, series of Polish secondary school mathematics textbooks. I attempt to answer the question of how the authors of these textbooks address a misconception known to be held by many students, namely that a line tangent to a curve has only one common point with that curve.

How to cite

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Barbara Pieronkiewicz. "How do mathematics textbooks address students' misconceptions? The case of the tangent line." Didactica Mathematicae 41 (2019): null. <http://eudml.org/doc/295154>.

@article{BarbaraPieronkiewicz2019,
author = {Barbara Pieronkiewicz},
journal = {Didactica Mathematicae},
keywords = {tangent line, common points of a tangent and a curve, misconceptions, textbook analysis.},
language = {pol},
pages = {null},
title = {How do mathematics textbooks address students' misconceptions? The case of the tangent line},
url = {http://eudml.org/doc/295154},
volume = {41},
year = {2019},
}

TY - JOUR
AU - Barbara Pieronkiewicz
TI - How do mathematics textbooks address students' misconceptions? The case of the tangent line
JO - Didactica Mathematicae
PY - 2019
VL - 41
SP - null
LA - pol
KW - tangent line, common points of a tangent and a curve, misconceptions, textbook analysis.
UR - http://eudml.org/doc/295154
ER -

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