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It all started with the question, “How might Newton have understood a function’s graph so that he saw the Fundamental Theorem of Calculus when viewing it?” Puzzling about that question led to a convergence of radical constructivism, quantitative reasoning, and insights into students’ understandings of variation and covariation that eventually formed a theory of calculus learning and teaching.

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From a Historical Observation to a Theory of Calculus Education

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  • 发表日期：

    2025年

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  • Patrick W. Thompson

摘要

It all started with the question, “How might Newton have understood a function’s graph so that he saw the Fundamental Theorem of Calculus when viewing it?” Puzzling about that question led to a convergence of radical constructivism, quantitative reasoning, and insights into students’ understandings of variation and covariation that eventually formed a theory of calculus learning and teaching.