Emergent models in a reinvention activity for learning the slope of a curve

Abstract

Introducing the slope of a curve as the limit of the slope of secant lines is a well-known challenge in mathematics education. As an alternative, three other approaches can be recognized, based on linear approximation, based on multiplicities, or based on transition points. In this study we investigated which of these approaches fits students most by analyzing students’ inventions during a lesson scenario revolving around a design problem. The problem is set in a context that is meaningful to students and invites them to invent methods to construct a tangent line to a curve: an implementation of the guided reinvention principle from Realistic Mathematics Education (RME). The teaching scenario is based on the phased lesson structure of the Theory of Didactical Situations (TDS). The scenario was tested with 44 groups of three students in six grade 9 or 10 classrooms. We classified the strategies used by students and, using the emergent models-principle from RME, investigated to which of the four approaches the student strategies connect best. The results show that the groups produced a variety of strategies in each classroom and these strategies contributed to a meaningful institutionalization of the notion of slope of a curve.