This dissertation describes an investigation of four students' ways of thinking about functions of two variables and rate of change of those two-variable functions. Most secondary, introductory algebra, pre-calculus, and first and second semester calculus courses do not require students to think about functions of more than one variable. Yet vector calculus, calculus on manifolds, linear algebra, and differential equations all rest upon the idea of functions of two (or more) variables.
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- Partial requirement for: Ph. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 297-303)Note typebibliography
- Field of study: Mathematics