A Dynamic Software Visualization Tool for

Calculus Instruction at the College Entry-level

Guadalupe I. Lozano

University of Arizona

Lozano@math.arizona.edu

In November of 1999, I carried out an exploratory study designed to evaluate the potential of a particular dynamic software visualization tool in developing students' intuitive understanding of the derivative function, at the college level. This study provided evidence that dynamic graphics (as opposed to static calculator-based sketches) can be very valuable in shaping students' insight about specific abstract concepts, such as the notion of the derivative function. It also demonstrated that, at least at the college level, teachers can begin implementing dynamic software-based activities without investing extensive class-time hours or requiring software-specific knowledge from their students.

The purpose of this presentation is to allow educators and students to directly experience and evaluate the dynamic visualization tool used in the above study: a "Derivatives Microworld" created using The Geometer's Sketchpad software package. An analysis of the specific reform-oriented goals underlying the design of the activity, as well as a discussion of the benefits and potential drawbacks of this and other dynamic software visualization tools will be provided.

Bibliography

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Uhl, J., and Davis, W. (1999). Is the Mathematics We Do the Mathematics We Teach? Contemporary Issues in Mathematics Education, 36, 67-74.

Ferrini-Mundy, J., and Graham, K. (1994). Research in calculus learning: understanding of limits, derivatives, and integrals. In J. Kaput & E. Dubinsky (Eds.), Research Issues in Undergraduate Mathematics Learning: Preliminary Analysis and Results. Mathematical Association of America.