• Title/Summary/Keyword: Indefinite Integral

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A study on the Relationship between Indefinite Integral and Definite Integral (부정적분과 정적분의 관계에 관한 고찰)

  • Joung, Youn-Joon;Lee, Kyeong-Hwa
    • School Mathematics
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    • v.11 no.2
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    • pp.301-316
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    • 2009
  • There are two distinct processes, definite integral and indefinite integral, in the integral calculus. And the term 'integral' has two meanings. Most students regard indefinite integrals as definite integrals with indefinite interval. One possible reason is that calculus textbooks do not concern the meaning in the relationship between definite integral and indefinite integral. In this paper we investigated the historical development of concepts of definite integral and indefinite integral, and the relationship between the two. We have drawn pedagogical implication from the result of analysis.

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A Study of Students' Perception and Expression on the Constant of Distance Function in the Relationship between Distance Function and Speed Function (거리함수와 속력함수의 관계에서 거리함수의 상수항에 대한 학생들의 인식과 표현)

  • Lee, Dong Gun
    • The Mathematical Education
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    • v.56 no.4
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    • pp.387-405
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    • 2017
  • The purpose of this study is to investigate the change of students 'perception and expression about the motion of object following distance function $={x \atop 3}$ and distance function $y=\frac{x^3}{3}+3$ according to the necessity of research on students' perception and expression about integral constant. In this paper, we present the recognition and the expression of the difference of the constant in the relationship between the distance function and the speed function of the students, while examining the process of constructing the speed function and the inverse process of the distance function. This provides implications for the relationship between the derivative and the indefinite integral corresponding to the inverse process. In particular, in a teaching experiment, a constructive activity was performed to analyze the motion of two distance functions, where the student had a difference of the constant term. At this time, the students used the expression 'starting point' for the constants in the distance function, and the motion was interpreted by using the meaning. This can be seen as a unique 'students' mathematics' in the process of analyzing the motion of objects. These scenes, in introducing the notion of the relation between differential and indefinite integral, it is beyond the comprehension of the integral constant as a computational procedure, so that the learner can understand the meaning of the integral constant in relation to the motion of the object. It is expected that it will be a meaningful basic research on the relationship between differential and integral.

An analysis of the introduction and application of definite integral in textbook developed under the 2015-Revised Curriculum (2015 개정 교육과정에 따른 <수학II> 교과서의 정적분의 도입 및 활용 분석)

  • Park, Jin Hee;Park, Mi Sun;Kwon, Oh Nam
    • The Mathematical Education
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    • v.57 no.2
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    • pp.157-177
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    • 2018
  • The students in secondary schools have been taught calculus as an important subject in mathematics. The order of chapters-the limit of a sequence followed by limit of a function, and differentiation and integration- is because the limit of a function and the limit of a sequence are required as prerequisites of differentiation and integration. Specifically, the limit of a sequence is used to define definite integral as the limit of the Riemann Sum. However, many researchers identified that students had difficulty in understanding the concept of definite integral defined as the limit of the Riemann Sum. Consequently, they suggested alternative ways to introduce definite integral. Based on these researches, the definition of definite integral in the 2015-Revised Curriculum is not a concept of the limit of the Riemann Sum, which was the definition of definite integral in the previous curriculum, but "F(b)-F(a)" for an indefinite integral F(x) of a function f(x) and real numbers a and b. This change gives rise to differences among ways of introducing definite integral and explaining the relationship between definite integral and area in each textbook. As a result of this study, we have identified that there are a variety of ways of introducing definite integral in each textbook and that ways of explaining the relationship between definite integral and area are affected by ways of introducing definite integral. We expect that this change can reduce the difficulties students face when learning the concept of definite integral.