Keywords
Representations
Secondary school students.
How to Cite
Abstract
The main goal of this study is to verify the contribution that representations give to the learning of the derivate
of a function by 11th grade students. Adopting a qualitative and interpretative approach, the data was collected
through the students’ resolution of tasks. The results indicate that, in spite generalized use of the algebraic
representation, the numerical, the tabular, and the graphic representations were also used. The numerical and
algebraic representations were used essentially to determine the image of a given object, in particular, in the
case of relative extremes. The graphic representation was used to compare a function with its derivate function
or whenever the students wanted a global image of the function behaviour. The tabular representation was used
essentially to study the monotony and the relative extremes of a function and, in some cases, in the conversion
between the algebraic and the graphic representation.
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