Introducing Taylor Series and Local Approximations using a Historical and Semiotic Approach

Autor: Barry J. Griffiths, Rahim Kouki
Přispěvatelé: Laboratoire de Modélisation Mathématique et Numérique dans les Sciences de l'Ingénieur [Tunis] (LR-LAMSIN-ENIT), Ecole Nationale d'Ingénieurs de Tunis (ENIT), Université de Tunis El Manar (UTM)-Université de Tunis El Manar (UTM)
Rok vydání: 2019
Předmět:
[SHS.EDU]Humanities and Social Sciences/Education
General Mathematics
Teaching method
instruction
Semantics
CiteScore 2017 : 0.84SJR 2017:0.153SNIP 2017: 4.317
[SHS]Humanities and Social Sciences
Education
[SHS.HISPHILSO]Humanities and Social Sciences/History
Philosophy and Sociology of Sciences
symbols.namesake
Taylor series
ComputingMilieux_COMPUTERSANDEDUCATION
Mathematics education
Semiotics
0501 psychology and cognitive sciences
Sociology
[MATH]Mathematics [math]
semantics
syntax
Curriculum
business.industry
4. Education
05 social sciences
050301 education
local approximations
Syntax (logic)
[MATH.MATH-LO]Mathematics [math]/Logic [math.LO]
semiotics
Content analysis
Publishing
[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO]
symbols
business
0503 education
050104 developmental & child psychology
Zdroj: IEJME
IEJME, Modestom LTD, UK, 2019, 15 (2), ⟨10.29333/iejme/6293⟩
ISSN: 1306-3030
Popis: International audience; In this article we present the results of a qualitative investigation into the teaching and learning of Taylor series and local approximations. In order to perform a comparative analysis, two investigations are conducted: the first is historical and epistemological, concerned with the pedagogical evolution of semantics, syntax and semiotics; the second is a contemporary institutional investigation, devoted to the results of a review of curricula, textbooks and course handouts in Tunisia and the United States. Our results show that contemporary curricula emphasize the algebraic and analytic approaches to the theory but omit the graphical and numerical registers, which both played a large role in the historical development. We contend that by presenting a more historically accurate didactic approach, student learning can be enriched to give a deeper and more conceptually accurate understanding of the topic.
Databáze: OpenAIRE
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