Use sequences of problem-situations to progressively contextualize and develop mathematical comprehension of calculus concepts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors propose identifying a sequence of situations-problems whose resolution contextualizes knowledge and progressively develops students' mathematical comprehension and competence. They state the purpose is "to identify a sequence of situations-problems whose resolution allows them to contextualize the knowledge and to develop progressively the student's mathematical comprehension and competence." This applies OSA's view that problem-solving activity is the raison d'être of concepts.

Design Implications¶

Context¶

Requirements¶

• Problem-situations must be the raison d'être of each partial meaning, with their operative, discursive and normative practice systems identified

Constraints¶

Target Learners¶

• high school and university students in calculus courses

Target Learning Goals¶

• progressive development of mathematical comprehension and competence with the definite integral

Affordances¶

• Onto Semiotic Approach Framework

Related Strategies¶

• Anchored Instruction
• Real World Math Applications

Examples¶

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Key Sources¶

• Burgos, M., Bueno, S., Pérez, O., & Godino, J. D. (2021). Onto-semiotic complexity of the Definite Integral. Implications for teaching and learning Calculus. REDIMAT – Journal of Research in Mathematics Education, 10(1), 4-40. https://doi.org/10.17583/redimat.2021.6778