Volume
22
Issue
3
Abstract
In closing our set of of articles, we reflect back on the nature of mathematical thinking and learning with representations, especially the computational, executable representations that are enabled by modern dynamic mathematics environments. These aspects of the development of mathematical ideas have profound implications for our approaches to the teaching and learning of Calculus. Our narrative approach has dramatized the radically fruitful and generative nature of the period during which the ideas of Calculus were stabilized (especially in the stories of Guillermo/Leibniz and Leonardo/Euler). An analogy between the development of the field and the development of individual learners, should caution us not to cut short the vivid imaginative life of these ideas in our students through a premature push to formalism and analytic rigor; rather, to encourage students to systematize their thinking in domains of abstraction.
First Page
257
Last Page
268
Recommended Citation
Brady, Corey and Moreno-Armella, Luis
(2025)
"Part 4: Epilogue,"
The Mathematics Enthusiast: Vol. 22
:
No.
3
, Article 5.
DOI: https://doi.org/10.54870/1551-3440.1661
Available at:
https://scholarworks.umt.edu/tme/vol22/iss3/5
Digital Object Identifier (DOI)
10.54870/1551-3440.1661
Publisher
University of Montana, Maureen and Mike Mansfield Library
