Accumulative Thinking as an intuitive base for the concept of integral
Integral calculus presents persistent challenges for students in general and for those transitioning from secondary to tertiary education in particular. This study examines the development of "Accumulative Thinking" as a foundation for understanding integration. In a purposely designed lea...
محفوظ في:
| الحاوية / القاعدة: | URI:https://journals.openedition.org/adsc, |
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| المؤلفون الرئيسيون: | , , |
| التنسيق: | Article ou chapitre numérique |
| اللغة: | Anglais |
| منشور في: |
Annales de Didactique et de Sciences Cognitives
2025
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| الملخص: | Integral calculus presents persistent challenges for students in general and for those transitioning from secondary to tertiary education in particular. This study examines the development of "Accumulative Thinking" as a foundation for understanding integration. In a purposely designed learning activity, pairs of Grade 11 students explored accumulation concepts using the context of water flowing into a pool. Using the Abstraction in Context framework, we analysed students’ processes of constructing knowledge during this activity. Our findings indicate that most students constructed elements of Accumulative Thinking, preparing them for future studies; the findings also demonstrate how real-world contexts can facilitate the development of Accumulative Thinking. |
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