Att urskilja grafiska aspekter av derivata : hur elevernas möjligheter påverkas av innehållets behandling i undervisningen

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The aim of this thesis is to investigate in what ways students? opportunities to discern graphical aspects of the concept of derivative can be related to the design of instruction. The thesis is based on two empirical studies that together included 144 Swedish upper-secondary students who were enrolled in the course in which the derivative is first introduced. Study 1 was conducted in natural settings and involved collaboration between researchers and teachers. The study generated three different 120-min lesson designs, all of which concerned the same mathematical content, the relationship between a graph and its derivative graph. The designs were equivalent regarding organization and teaching methods. However, the content was handled differently during instruction. Design 1 used multiple representations and graphs of polynomial functions. Design 2 restricted instructions to fewer representations...

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