The effect of using dynamic mathematics software on students understanding of the geometric meaning of the derivative concept

The traditional approach to the teaching of calculus favors the algebraic representation of mathematical concepts and gives emphasis to the problems that involve symbolic and algebraic manipulation. Students concentrate more on the manipulation of symbols, rather than their meanings, as a result of adopting such an approach. This, in turn, results in students developing procedural knowledge instead of conceptual understanding of calculus concepts. The purpose of this study was to investigate the effect of using dynamic mathematics software, compared to the traditional approach, on students? understanding of the geometric meaning of the derivative concept. The study adopted a quasi-experimental research design with two intact classes of students who were prospective elementary mathematics teachers and had not been given any formal instruction about the derivative concept at the university level prior to the study. The two classes were randomly assigned as experimental and control. Instruction in the experimental group took place in a computer laboratory, where students worked in pairs to complete the tasks introduced in the form of work-sheets using GeoGebra, while the control group was taught the same content in a traditional environment using chalk and board. To assess the students? understanding, five tests addressing different topics concerning the derivative concept were administered to the groups during the study. Additionally, clinical interviews were conducted with nine students in each group to determine their level of understanding with respect to APOS theory. The findings revealed that the students in the experimental group developed a better understanding of the derivative concept than those in the control group. The results showed that the instruction in the experimental group was more effective in developing dynamic thinking processes and in improving problem solving skills. Based on the results of the study, suggestions for improving the teaching and learning of calculus, as well as for further studies, were made. Key Words: Derivative concept, Tangent concept, Mathematical Understanding, Calculus Teaching, Computer Based Mathematics Education