Anatoli Kouropatov

Levinsky - Wingate Academic College of Education

This volume contains the papers presented at the Third International Symposium on New Ways of Teaching & Learning held from August 6-10, 2024, at the Aemilia Hotel, Bologna, Italy. The Conference was organized by The Mathematics Education for the Future Project - an international educational project founded in 1986 and dedicated to innovation in ma...

This quantitative retrospective study examines a non-probable convenience sample of 104 in-service mathematics and science teachers with the aim to understand their changes in attitudes toward the integration and use of information and communications technology (ICT) as a result of the COVID-19 pandemic. Data included a self-report questionnaire. T...

Calculus is learned and taught across the globe in secondary schools and higher education institutions. Ongoing research indicates that many students struggle to learn calculus (Bressoud et al., 2016; Tallman et al., 2016); and, equally, teachers struggle to teach calculus in a meaningful way. In order to address this situation, the research commun...

The learning of calculus concepts is considered challenging for students. This claim is actual for calculus in general and for specific concepts in particular. In this paper, we focus on the concept of the inflection point. We argue that one of the roots of this problem is the lack of a useful and productive meaning of the concept—the understanding...

Documents specifying a national mathematics curriculum for grades K-12 have recently been written in Israel. We focus on the calculus component for the highest of three matriculation bound levels, and specifically on the influence of research on this component. In addition to issues of content, we identify three principles that have led the writing...

In this paper we will show ways of confronting typical errors related to the concept of the inflection point using digital tools (e.g., video, Geogebra applets, interactive questionnaires, etc.). We will demonstrate how a specific digital tool can be used to design a teaching unit that allows teachers to confront errors. The teaching unit includes...

We propose an approach to the integral concept for advanced high school students and provide evidence for the potential of this approach to support students in acquiring an in-depth proceptual view of the integral. The approach is based on the mathematical idea of accumulation. A ten-lesson unit has been implemented with four pairs of students. Th...

Students have a tendency to see integral calculus as a series of procedures with associated algorithms and many do not develop a conceptual grasp giving them the desirable versatility of thought. Thus, instead of a proceptual view of the symbols in integration, they have, at best, a process-oriented view. On the other hand, it is not surprising tha...