Teacher images on the derivatives concept

Abstract

This study aims to figure out the image of high school math teachers on the concept of the derivative and how they experience in learning the concepts. This study is a phenomenology research. It focuses on revealing the teachers' perceptions and meaning of derivative concepts. Data are collected from questionnaires and interviews on four high school teachers who had taught the derivatives concept. The results show that there is a gap between teachers' image about the concept of the derivative with the scientific conception. The experiences gained by teachers in learning the concept of derivatives were more focused on procedural understanding rather than conceptual understanding.