We present a hypothetical learning trajectory for a sequence of tasks designed for a calculus module. The purpose of the tasks was to give undergraduates opportunities to use technology to experiment and make conjectures while developing their understanding of the effects of translations on graphs. We consider data from task-based interviews with two students. The hypothetical learning trajectory for this sequence of tasks is compared with the actual learning trajectory of the students, and we conclude there was some evidence that our learning goals were achieved.
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.
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Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Publisher:
Freudenthal Group & Freudenthal Institute, Utrecht University and ERME