The derivative in the textbooks of non-compulsory secondary education: An analysis of the proposed tasks
DOI:
https://doi.org/10.35763/aiem.v0i18.288Abstract
Within a research that studies the meaning that mathematics teachers give to the concept of derivative, this article focuses on describing the meaning that is manifested in textbooks through their proposed tasks. To do this, the tasks for the topic of derivative of five textbooks used in Spain in the 1st year of non-compulsory secondary education (‘bachillerato’) are analysed. By using a method of content analysis and a system of categories based on didactic analysis, we observed a clear dominance of algorithmic tasks, in which more importance is given to the derivation rules than to the development of the concept itself and of its meanings.
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