Journal of Mathematical Modelling and Application

2011, Vol. 1, No. 4, 20-32

ISSN: 2178-2423

Meaning the derivative in a modeling context to help understanding


Maximiliano Cervantes Salazar
Centro de Estudios Superiores del Estado de Sonora, Mexico
csmaximiliano@gmail.com


Abstract
Since Newton and Leibniz, the understanding of the theoretical foundations of the derivative has been
a source of difficulties. This results in teaching and learning processes is chosen to achieve mastery of
rules and procedures rather than conceptual aspects. The domain of the latter is desirable professions
in various fields. In the case of engineering practice, this requires a high level of ability in using
mathematical tools and therefore the conceptual aspects. Efforts to improve learning of the main
concepts of calculus, and in particular of the derivative, including didactic proposals in various
theoretical positions. However, most of these proposals rely on the definition of derivative given by
Cauchy. It is suggested that this definition, received and taught as a cultural product, is the leading
cause of learning difficulties. It is therefore necessary to seek new approaches to broaden their
understanding. This essay describes how to obtain the derivative for polynomial functions in the
context of modeling based on quantities. This context we have called the approach to modeling. It is
proposed that this description of the derivative helps to understand the cultural notion of derivative
and opens new lines of research in mathematics education.

Keywords: Derivative, modeling, understanding.

1. Background

The derivative is a complex notion. Its evolution as a concept involves three basic concepts,
the rate of change at one point, the tangent to the curve or differential ratio and the notion of limit. The
conceptualization and to relate these notions and apply them in problem solving are among the main
difficulties in learning. This has led to in learning of differential calculus predominates the domain of
algorithms and rules with serious deficiencies in the conceptual (Artigue, 1995, Dolores, 2000,
Moreno and Cuevas, 2004, Bloch and Schneider, 2004).
In the case of industrial engineering, learning algorithms represent a serious disadvantage.
Engineering education requires a considerable portion of mathematical modeling (Mendible and Ortiz,
2007; Vargas, 1998) whose domain requires the relational understanding of Skemp (1976). In other
words, the future engineer must not only know how to apply procedures or mathematical rules
associated with the calculation, but must also know the why of them so they can adapt them to model a
problem. The learning of the derivative is no exception to the latter.
Efforts to overcome the difficulties associated with learning of the derivative include
educational proposals in various theoretical positions. These proposals range from creating previous
experience through the use of the laboratory or software (Bloch and Schneider, 2004; Tall, 2004; Tall
and Mejia , 2004), to the use of new perpectives as the trend behavior of the functions and variational
thought and language in the focus sociepistemolgico (Lamb, 2001; Cantoral, 2004, Cantoral, Farfn,
Lezama and Martinez, 2006; Cantoral and Myron, 2000). In other efforts, as reported by Sanchez-
Matamoros, Garcia and Llinares (2008) research focuses explicitly on the understanding of the
derivative as an object of study.
Snchez-Matamoros, and Llinares Garca (2008) identify two types of theoretical perspectives
used by researchers in understanding of the derivative. In the first of these theoretical approaches are
based on elements of cognition, such as the conceptual framework, the APOS theory or theories of
reification. In the second type, these authors point socioepistemologic approach, extending the study
of the generation and dissemination of knowledge to a social, historical and cultural perspective.
Significantly, despite the theoretical approach most of the research work about the definition
of the derivative as a limit proposed by Cauchy. This poses difficulties. This definition has a complex
http://proxy.furb.br/ojs/index.php/modelling/article/view/1848 5 sept 2011
Meaning the derivative in a modeling context to help understanding

21
historical developments involving more than a century to formalize. Newton had the notion of limits
as the "ultimate ratio" (Boyer, 1959) and Leibniz as the "last thing" (Dunham, 2005) in the
seventeenth century when the two created the calculus. However, it was not until the nineteenth
century when Cauchy formalized the notion of limits based on the idea of proximity to a border
(Dunham, 2005). It is clear that the notion of limits arises, as indicated by Dolores (1999) to the
"impossibility" of having rates of change at one point or in an instant by arithmetic technique. This
"impossibility" is a natural question on the limit and its existence as Berkeley did in 1734. The
following paragraphs describe how in some situations can be overcome such "impossibility."

2. Theoretical background

Speaking of understanding is to talk about the appropriation of meanings shared by a
community of experts or institution (Godino, 2003; Batanero Godino, 1994). Socially, these meanings
are part of a cultural semiotic system built and inherited by the society over time (Radford, 1998).
However, the meanings may have a difficult web of ownership relations, as in the case of the concept
of the derivative. From the perspective of meaningful learning, to understand this concept or to
appropriate the meanings requires three conditions, the interest of apprentice, the presence of previous
ideas that serve as a link to the new material, and that the material is "plausible, reasonable" (Ausubel,
2002). It is thought that the first two conditions are not the source of the problems associated with
understanding, rather, is the derivative of Cauchy, which inherited learning material from culture
requires further clarification. That is, improving the learning of the derivative to be found in new
approaches to cultural definition.
Another aspect relating to the appropriation of meaning, is that they emerge from the context
in which they originate. Brown, Collins and Duguid (1989) argue that when we recall something we
have learned, we recall the contextual experiences that we learned, that is, learning is situated. This
explains the concern about the specific context in which it would be desirable to learn about
derivative.
In engineering social justification to study and learn mathematics is to use their methods in
solving the real problems of the same engineering (Niss, Blum y Galbraith, 2007). In other words, the
justification is the use of mathematical modeling itself, since it focuses on solving real problems (Niss,
Blum and Galbraith, 2007). This point is crucial for assessing the importance of learning of
mathematics in engineering, because students can learn mathematics and modeling at the same time
but are not aware of it (Greer and Verschaffel, 2007).
In education, the modeling has two main uses, as a vehicle to learn mathematics or as an end
in itself. However, the modeling lacks widespread use in higher education (Julie and Mudaly, 2007,
Houston, 2003). This was even more significant considering that the learning of mathematical
modeling and situated learning suggest greater use of modeling contexts. It is considered that a viable
way to promote the modeling is to expand the meaning of certain mathematical concepts as models in
themselves, including the notion of derivative.

3. The approach to modeling (ATM)

The approach to modeling is a conceptual framework in developing for industrial engineering
students. The aim is to present a mathematical closer to the daily activities of measuring and counting,
that gives them more meaningful and motivating learning (Cervantes, 2008). In this approach a model
is a representation of a specific reality, which can be modified and provide new information, usually
needed to solve a problem. According to Krick (1995, p. 65) the mathematical models used for
engineering design have these elements:

Through the use of mathematics can be predicted [...] natural phenomena, as well as the behavior of
devices, structures and manmade processes. Using the system of rules and conventions laid down by the
math, and assigning symbols to represent important properties of the real object, the mathematical
expressions can be manipulated to obtain useful predictions of what should be expected under certain
conditions.

Maximiliano Cervantes Salazar

22
The symbols and concepts that underlie these mathematical models have meanings very own
modeling activity. Consequently, the learning of mathematics should include such meanings. Under
this way of thinking is developing the approach to modeling, built from three basic premises:
a) Mathematics is a product of human activity as postulated Freudenthal (Gavemeijer and
Terwel, 2000). The approach to modeling based on the premise that initially mathematics
emerged as the mathematical modeling of human activity on its environment,
b) The modeling activity is made based primarily on the amounts that represent the problem
and their relationships.
c) The mathematical concepts thus generated have a meaning of model for
1
quantities
relations
2

Based on the approach to modeling have developed some ideas for learning about the
derivative as a model for the relationship between two variations at one point. I believe that these ideas
can help bring a new approach to the cultural notion of derivative and improve their understanding.

4. Problems of understanding of the derivative

Snchez-Matamoros, Llinares and Garca (2008) indicate that the factors that affect the
characteristics of meaning built on the derivative, are the context, modes of representation, the
functions features and the concept image. Likewise, in the development of these meanings influence
the integration of the meanings of ( ) a f ' and ( ) x f ' , the connections between the graphical and
analytical methods, and the construction of the derivative scheme.
The specific problems encountered on the understanding related to the above factors. As for
the context, Snchez-Matamoros, Llinares and Garca (2008) point out that the reports suggest that
students do not relate the ideas learned in one context to another context again. They add that this will
be achieved when the students recognize concepts such as limit, function and ratio in different
contexts. In terms of modes of representation, these authors suggest that students do not relate the
graphics contexts and analytical algorithms, confuse ( ) a f ' with ( ) a f , and dont relate the graphic,
numeric and analytical modes. Similarly such authors mention that the research suggests that various
concepts associated with the resulting image, while helpful, can also cause confusion.
As to how meanings are developed or the derivative scheme, Snchez-Matamoros, Llinares
and Garca (2008) reported investigations indicate that such development is related to the integration
of the meanings of ( ) a f ' and ( ) x f ' , and the connections between graphic and analytical. Snchez-
Matamoros, Llinares and Garca (2008) refer to Harel et al (2006) and their agreement with them that
learning a concept is achieved through its connections with other concepts, modes of representation
and knowledge of properties and processes. In short, it is necessary to clarify connections, modes of
representation, properties and processes, so as to minimize the problems of understanding mentioned.
How can you make this last? I suggest that an alternative is to expand the meaning of the derivative
based on a modeling activity as described below.

5. The derivative in the context of modeling with the ATM

D'Ambrosio (2009) argues that the typical strategy of humanity to produce knowledge and
learning is modeling. In it, a problem situation is subject of analysis and study by human beings in
order to generate information or explanations. Such explanations are the basis of theoretical models
that are refined in the light of new knowledge. Thus the human being generates knowledge and learn.

1
Term created by the realistic mathematics education and refers to the mathematical symbolism describes
general problems common to different situations.
2
Size, union, separation and variation relationships. The structure of these relationships is found in problem
situations and in the emerging concept in modeling such situations. Thus the relationship of any union of
quantities has a structure characterized by any two or more quantities that bind. This structure gives rise to the
concept of addition. Accordingly, it has a meaning as a model for such a structure of relationships. That is, a
model for the union of any quantities.
Meaning the derivative in a modeling context to help understanding

23
In the modeling approach to mathematics, is privileged the interpretation of the symbolic models built
in mathematical activity in terms of quantities. Through these tangible reality can be expressed
symbolically with greater accuracy. The following describes how to interpret the derivative in the
approach to modeling. I use some stages of mathematics in context given by Camarena (2004).

5.1 The problem

The typical situation that generates the notion of derivative is related to a particular type of
variable. There are variables that expresses the reality tangible dimensions such as length, weight and
time, which can be quantified directly. There are more complex variables that are expressed with a
combination of relations between various dimensions, such as work done by a force ( ) d F W = , the
pressure on a surface
|
.
|

\
|
=
A
F
P , the velocity of an object
|
.
|

\
|
=
t
d
v , the productivity of a company
( ) t p P / = , among others. The quantification of these variables is sometimes very complex.
The situations associated with the use of the derivative, are those that require instant quantify
the relationship between two variations. Get one-off measure for variables associated with length,
weight or time is relatively easy. But how do you get the measurement point for a variable such as
speed, expressing the relationship between the change in distance and time? Moreover, how such
precise relationship model? Not enough to divide the magnitude of variation between the other point
to quantify the relationship between the two variations. This would express an average relationship,
not a precise relationship. The problem is therefore, to quantify at one point the relationship between
two variations.

5.2 The variables and their relationships

Quantify the relationship between changes at one point requires identifying the variables and
relationships to do so. To describe a typical first variable is considered that quantify such relationship
requires a comparison of the sizes or magnitudes of changes. This is accomplished by dividing them.
Thus, if y A is the variation expressed by the numerator and x A is the variation expressed by the
denominator, then
x
y
A
A
quantifies the average relationship between these variations and is
designated variable rate of change. It expresses the changing units y A for each unit change x A . That
is,
x
y
A
A
expresses a constant ratio for the range | |
n
x x ,
0
of variation x A . This relationship is
expressed graphically by the slope of the line rate of change. This is shown for the points ( )
0
,
0 x
y x ,
( )
n
x n
y x , in Figure 1:

















Variable: rate
of change

n
x
y
0
x
y
Figure 1. Variable rate of change
0
x

n
x

| |
1 0
x x x
y
A
A

x
y
Maximiliano Cervantes Salazar

24
The rate of change is a variable that can be used to express the average velocity of an object, if
y A is the distance traveled for this purpose and x A represents the time spent on it. Similarly, the rate
of change can express an average acceleration, average productivity or average relationship between
two variations. It is plausible to consider that the variable rate of change can be used to quantify a
typical second variable: the rate of change at one point.
In the ATM the rate of change at a point is called variable rate of change at one point and is
symbolized as
dx
dy
or y' . This expresses a complex dimension of the tangible reality that is described
through the relationship at one point between two variations. Its used the symbolism of Leibniz to
minimize the complexities of a new one. However, the term
dx
dy
refers to a variable can only be
described by a rate of change at a point. That is,
dx
dy
expresses a rate between the size of the variation
expressed in the numerator dy and the denominator dx. So, if dy expresses the change in position of
an object and dxits running time on it, then
dx
dy
expresses the speed of the object at a given point of
time. Similarly, the variable rate of change at a point can describe instantaneous acceleration, instant
productivity, etc. The rate of change at a point ( )
i
x i
y x , is expressed graphically by the "line rate of
change at a point"
i
x
dx
dy
whose slope describes the relationship of sizes
dx
dy
at
i
x . This is shown in
Figure 2.

















The existence of the variable rate of change at a point
dx
dy
implies the existence of four
variables typical: the independent variable x that causes the variation dxand x A , the dependent
variable y that causes the variation dy and y A , and variables
dx
dy
,
x
y
A
A
. The Figure 3 shows the
typical variables.








Variable: rate of
change at a point :








Figure 2. Variable rate of change at point
Meaning the derivative in a modeling context to help understanding

25












5.3 Formulation of model

5.3.1 The derivative as a function modeling rates of change at a point when the variable has a
quadratic function

Up to this point have been identified and described variables closely related with the variable
rate of change at one point, whose values we want to quantify. To build a symbolic model to provide
these values, we start from the idea that the only way to quantify a rate of change at one point, is using
the rate of change. It expresses the same relationship between the variations y A and x A . Therefore
x
y
A
A
provides the average rate of change that is equivalent to the same rate of change at a point
p
x
dx
dy
for
every point
i
x in the interval x A . This value
p
x
dx
dy
is also calculated as the average of all rates of
change at a point in the range mentioned, so

=
= +
=
n i
i
x x
i p
dx
dy
n dx
dy
0 1
1
. Since the average rate of change
p
x
dx
dy
tends to be central to all rates of change at one point
i
x
dx
dy
in the interval x A , there may be a
point where
i p
x x
dx
dy
dx
dy
= . This is, the values of the rate of change and the rate of change of that point
are equal.
In the search for the conditions under which the above is possible, the interval x A is divided
into even number of n parts, each of size x o as the unit of measurement. So
n
x x x ,... ,
1 0
are the point
values expressing the position or the point
i
x , at which there are
i
x parts x o of the independent
variable x . Each point
i
x corresponds a value
i
x
dx
dy
. These values
i
x
dx
dy
are steadily increasing amount
dx
dy
o going from one point to another. The conditions described are expressed as conditions of
"linearity" shown in Figure 4.














Figure 3. Typical variables:
x
y
dx
dy
y x
A
A
, , ,

Maximiliano Cervantes Salazar

26















The above conditions guarantee that
| |
0 0
, x x x x
dx
dy
dx
dy
x
y
p n
= =
A
A
. That is, the value of the rate of
change is equal to the rate of change of the point
c
x located at the center of the range
0
x x x
n
= A .
This is
o p
x x = . This can be demonstrated as follows.

| |
|
|
.
|

\
|
+ + + + + + +
+
=
+
=
A
A

=
=
n x x x x x
n i
o i
x x x
dx
dy
dx
dy
dx
dy
dx
dy
dx
dy
dx
dy
n dx
dy
n x
y
n i n 1 0 2 1 0 0
... ...
1
1
1
1
,



By putting each value
i
x
dx
dy
in terms
0
x
dx
dy
we have


| |
( )
(
(
(
(
(
(

|
|
.
|

\
|
+ +
|
|
.
|

\
|
+ +
+
|
|
.
|

\
|
+ +
|
|
.
|

\
|
+ +
+
=
A
A
dx
dy
n
dx
dy
dx
dy
n
dx
dy
dx
dy
dx
dy
dx
dy
dx
dy
dx
dy
n x
y
x x
x x x
x x
n
o o
o o
0 0
0 0 0
0
1
... 2 1
1
1
,


| |
( ) ( )
(
(

|
.
|

\
|
+ + + + +
+
= =
A
A
dx
dy
n
dx
dy
n
n dx
dy
x
y
x x x x
p n
o ... 3 2 1 1
1
1
0 0
,


| |
( )
( )
0 0 0 0
2 2
1
1
1
1
, x x x x x x
dx
dy
dx
dy n
dx
dy
dx
dy n n
dx
dy
n
n dx
dy
x
y
p n
= |
.
|

\
|
+ =
(
(

|
.
|

\
| +
+ +
+
= =
A
A
o o


| |
( )
( )
xc x x x x x
dx
dy
dx
dy n
dx
dy
dx
dy n n
dx
dy
n
n dx
dy
x
y
p n
= |
.
|

\
|
+ =
(
(

|
.
|

\
| +
+ +
+
= =
A
A
o o
2 2
1
1
1
1
0 0 0
,





Variable


Figure 4. Variables
dx
dy
x,
in conditions of "linearity"

Variable
Meaning the derivative in a modeling context to help understanding

27
It is now necessary to identify under what conditions the rate of change at a point is linear.
For the expression
| |
c
o n
n
x n
x x
x x
dx
dy
x x
y y
x
y
=

=
A
A

0 ,
0
be true and achieve the conditions of linearity, is
required an
c
x at the center of the range x A , and
i
x
dx
dy
be modeled with a linear function of the type
b ax + . So we need work with functions. By putting the expression
| |
c
n
n
x n
x x
x x
dx
dy
x x
y y
x
y
=

=
A
A
0 ,
0
0
in
terms of the corresponding functions, we have ) (
( ) (
'
0
) 0
c
n
n
x f
x x
x f x f
=

. The symbol ) (
'
c
x f
expresses the function that provides the rate of change of
c
x . If x x x
c n
A + =
2
1
, x x x
c
A =
2
1
0

and
0
x x x
n
= A then
x
x x f x x f
x f
c c
c
A
A A +
=
)
2
1
( )
2
1
(
) (
'
.
The conditions of linearity is achieved when ) (x f is a quadratic function
c bx ax x f + + =
2
) ( :

x
x x f x x f
x f
c c
c
A
A A +
=
)
2
1
( )
2
1
(
) (
'


x
c x x b x x a c x x b x x a
x f
c c c c
c
A
(

+ A + A
(

+ A + + A +
=
)
2
1
( )
2
1
( )
2
1
( )
2
1
(
) (
2 2
'


x
c x
b
bx x
a
x ax ax c x
b
bx x
a
x ax ax
x f
c c c c c c
c
A
(

+ A + A + A + A + + A + A +
=
2
) (
4 2
) (
4
) (
2 2 2 2
'


b ac
x
x b x ax
x f
c
c
c
+ =
A
A + A
= 2
2
) (
'



The function obtained is called the derivative function
3
because it is another function of
the independent variable . Thus the expression that models the rate of change in a central point
under the conditions described is .
As explained here, I show how to obtain the values of a variable rate of change in a central
point, in a context of symbolic modeling based on quantities. However, the above can be applied only
in situations that the variable is modeled with quadratic functions.

5.3.2 The derivative as a function modeling rates of change at a point when the variable is
modeled with a polynomial function


3
Named for Augustin-Louis Cauchy to indicate its dependence on the independent variable (Grabiner, 2005).
Maximiliano Cervantes Salazar

28
When the variable is modeled with quadratic functions the point is at the center of the
interval . It is determined that
| |
i p n
x x x x
dx
dy
dx
dy
x
y
= =
A
A
,
0
. The latter can not be assured when the
variable does not follow a quadratic function. Then, how to use the ratio
| |
n
x x
x
y
,
0
A
A
to identify the
rate of change at a point which is in any position in It is possible to answer the previous
question, if we consider two facts: a) the rate
p
x
dx
dy
has a constant value independent of the calculation
point , b) the rate
i
x
dx
dy
is independent of the magnitude of Consequently, when calculating
p
x
dx
dy
from a point , the result includes the rate
i
x
dx
dy
plus the corresponding difference to match
p
x
dx
dy
. This is
(
(

+ =
i p i p
x x x x
dx
dy
dx
dy
dx
dy
dx
dy
or if used functions that provide such rates of change,
This last expression can be corroborated in terms of linearity as
follows.
Let ; the point that calculates the rate of change
| |
n
x x
x
y
,
0
A
A
; the ratio
0
0
x x
x x
n
i

, then y . This implies that the rate of change in

point calculated from any point is modeled with the expression



In terms of linearity must be and . Then





After performing the algebraic steps and regroup factors:





What can be expressed generally as:



Meaning the derivative in a modeling context to help understanding

29
The above has several implications: a) the derivative obtained from a function and the
ratio
x
y
A
A
is the derivative , b) provides a average rate of change
p
x
dx
dy
that tends to
be located in the center of all values
i
x
dx
dy
, that is, tends to be at the center of , c)
includes the derivative of the calculation point plus the corresponding difference
, and d) can be identified in independent terms of in the ratio
x
y
A
A
.

In the ATM, the terms referred to in subparagraph d) are identified with the expression tiic. So
the derivative of a polynomial function can be determined from the tiic, this is
x
y
tiic x f
A
A
= ) (
'
. If
the calculation point is the point located at the beginning of the interval (such as Newton and
Leibniz thought), the ratio
x
y
A
A
is expressed as
x
x f x x f
x
y
A
A
=
A
A ) ( ) (
and the derivative is
(

A
A +
=
x
x f x x f
tiic x f
) ( ) (
) (
'
.

6. By way of discussion

In section four we argue the need to reduce the problems associated with understanding of the
derivative. Snchez-Matamoros, Llinares and Garca (2008) suggest that factors related to it revolve
around the characteristics of the meanings and about their development. In the first type of factors,
there is context, modes of representation, the functions and the concept image. In the second type are
the integration of and , connections between the graphical and analytical methods, and the
construction of derivative scheme.
In relation to the contexts Sanchez-Matamoros, Llinares and Garca (2008) indicate that
students do not relate the ideas learned in different contexts, and it depends on the maturity of the
notions of limit, function and reason. In my position, such notions are closely related to cultural
constructions of the concept of derivative as a limit. By expanding the meaning of the derivative in a
context of symbolic modeling based on quantities, the use of the derivative is associated with
situations involving the variables , and
dx
dy
. These variables remain invariant from one context to
another and I suggest are more accessible notions of students' previous ideas that the notion of limit.
In terms of modes of representation, in the ATM the dimensions expressed with variable rates
of change are expressed by "line rate of change." This allows you to build this concept graphically and
symbolically before the notion of derivative. Thus it is possible to specify values for the rate of change
at a point without resorting to the notion of derivative, and then build it as a function.
While the above are issues that are clarified in terms of problem situations associated with the
derivative, there is another aspect of the cultural notion that is clear. The incremental ratio
x
x f x x f
A
A ) ( ) (
provides the derivative of a point located in an area near the center of .
But in our culture, this ratio is used to obtain the derivative of the point located at the
beginning of . That is, we wish to determine with a ratio that provides . This fact is
the result of thinking about reducing the interval infinitely until it takes a value of "near zero"
approach to the initial point . Historically this has led to various explanations, such as the notion of
limits of Cauchy and more recently, the notion of the hyperreal of Abraham Robinson.
Maximiliano Cervantes Salazar

30

7. Conclusions

The meanings of the derivative as set out above, for determining rates of change at a point
directly, identify situations characteristics in terms of the variables involved, and understand the need
the notion of limit of the derivative of Cauchy. These meanings are built in an attempt to achieve in
terms of Ausubel, a material "plausible" capable of being understood, related to everyday experience.
It is suggested that the meanings set forth in this essay have some potential to help in solving
certain problems concerning the understanding of the derivative. Therefore, it presents the possibility
of exploring new lines of research on the contribution of these meanings to the relational
understanding in order to deviate from the learning algorithms. Finally, this essay aims to put to
discussion on the proposed meanings of the derivative.

8. Acknowledgments

The completion of this paper has been made possible by support from the project The
derivative in the context of the free fall of the Centro de Estudios Superiores del Estado de Sonora.


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