A calculator‐based computational approach Part 3. The differentiation
Josef Brody, Stanley H. Erlwanger · International Journal of Mathematical Education in Science and Technology · 1990
This paper extends the themes on the computational approach discussed in Parts 1 and 2 to the differentiation of functions. One theme is that constructing diagrams for programs using a calculator helps students to visualize processes and thus acquire the concepts involved. The ability to construct diagrams for a given problem is identical to that of programming a calculator to solve the problem. However, in this case constructing the diagram for derivatives from the diagram of the function also represents the ability to teach a calculator how to perform formal differentiation. A second theme is that the approach promotes sequential or procedural thinking which is important in both programming and mathematics. A third theme is that the approach permits the generation of many subproblems, thereby encouraging one to pose questions rather than merely to solve those set by others. Consequently, it becomes clear that the approach has wider applications in the learning of mathematics.