Disclosing parametric functions in the transition from pen-and-paper to GeoGebra
Résumé
Students and teachers struggle with calculus topics. In recent decades, various technologies have
been developed for learning and teaching calculus. In this paper, we report an empirical study on
the exploration of parametric functions by 11th-grade students, in the transition from pen-and-paper
to GeoGebra. In particular, we use the phenomenological perspective outlined by Rota to study the
meaning-making processes of students engaged in the study of functions, paying attention to the role
of GeoGebra in their disclosure processes. The analysis of two case studies revealed that students
disclosed four layers of meaning-making. These layers testify an increased mastery of the topic of
parametric functions.
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