Abstract

This thesis reports on a research study based on data from experimental teaching. Students were invited, through real-world problem tasks that raised central conceptual issues, to invent major ideas of calculus. This research focuses on work and thinking of the students, as they sought to build key ideas, representations and compelling lines of reasoning. This focus on the students' and their agency as learners has brought about a new development of the psychological and logical perspectives, as well as, highlighted students' choices in academic and social roles. Such choices facilitated continued learning among these students.

Degree

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

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