Uç Noktalarda Limit, Süreklilik ve Türev İlişkisine Kavramsal Bir Bakış

Abian, A., & Wilson, J. A. (1998). Derivatives at boundary points. Kyungpook Mathematical Journal, 38(2), 359-361. https://kmj.knu.ac.kr/journal/view.html?spage=359&volume=38&number=2

Adhikari, K. P. (2020). Difficulties and misconceptions of students in learning limit of the function. Interdisciplinary Research in Education, 5(1-2), 15-26. https://doi.org/10.3126/ire.v5i1&2.34731

Amatangelo, M. L. (2013). Student understanding of limit and continuity at a point: A look into four potentially problematic conceptions. Master of Arts. Brigham Young University, Utah, USA. https://scholarsarchive.byu.edu/etd/3639

Apostol, T. M. (1974). Mathematical analysis (2nd Edition). Boston: Addison-Wesley Publishing Company Inc. https://ufsj.edu.br/portal-repositorio/File/demat/PASTA-PROF/jorge/T_F_I_e_T_F_I_Apostol.pdf

Asiala, M., Cottrill, J., Dubinsky, E., & Schwingendorf, K. (1997). The development of students' graphical understanding of the derivative. Journal of Mathematical Behavior, 16(4), 399-431. https://doi.org/10.1016/S0732-3123(97)90015-8

Bakırcı, Ç. M. (2014). Türev ve integrali gerçekten anlamak: Türev nedir? İntegral nedir?. Retrieved from the https://evrimagaci.org/s/2901

Bartle, R. G., & Sherbert, D. R. (2011). Introduction to real analysis (4th Edition). New Jersey: John Wiley & Sons Inc. https://mashadi.staff.unri.ac.id/files/2018/10/BUKU-REAL-ANALYSIS.pdf

Better Explained [BE]. (2019). Calculus: Building intuition for the derivative. Retrieved from the https://betterexplained.com/articles/calculus-building-intuition-for-the-derivative/

Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning to understand rate of change. Journal for Research in Mathematics Education, 33(5), 352–378. https://doi.org/10.2307/4149958

Castillo-Garsow, C., Johnson, E., & Moore, K. (2013). Chunky and smooth images of change. For the Learning of Mathematics 33(3), 31-37. New Brunswick: FLM Publishing. https://flm-journal.org/Articles/11A85FC0E320DF94C00F28F2595EAF.pdf

Dönmez, D. (2016). Matematik kafası-ilgili sorular: olan f fonksiyonunun a ve b noktalarında limiti var mıdır_?. Retrieved from the https://matkafasi.com/80081/mathbb-olan-f-fonksiyonunun-noktalarinda-limiti-midir?show=80081#q80081

Fabian, M. (1981). Differentiability via one sided directional derivatives. Proceedings of the American Mathematical Society, 82(3), 495-500. https://doi.org/10.2307/2043969

Ferres-López, E., Roanes-Lozano, E., Martínez-Zarzuelo, A., & Sánchez, F. (2023). One-sided differentiability: A challenge for computer algebra systems. Electronic Research Archive, 31(3), 1737-1768. https://doi.org/10.3934/era.2023090

Feudel, F., & Biehler, R. (2021). Students’ understanding of the derivative concept in the context of mathematics for economics. Journal für Mathematik-Didaktik, 42, 273-305. https://doi.org/10.1007/s13138-020-00174-z

Fındık, S. (2019). Türev konusunun matematiksel sit kavramı çerçevesinde ekolojik analizi ve kavramsal ilişkilerinin didaktik yapılandırılması. Yayınlanmamış Doktora Tezi. (Tez No: 553930). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye. https://tez.yok.gov.tr

Friedlen, D. M., & Nashed, M. Z. (1968). A note on one-sided directional derivatives. Mathematics Magazine, 41(3), 147-150. https://doi.org/10.1080/0025570X.1968.11975863

Fuentealba, C. (2018). The understanding of the derivative concept in higher education. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), 1-15. https://doi.org/10.29333/ejmste/100640

Galperin, E. A. (1999). Some old traditions in mathematics and in mathematical education. Computers & Mathematics with Applications, 37(4-5), 9-17. https://doi.org/10.1016/S0898-1221(99)00055-3

Ghorpade, S. R., & Limaye, B. V. (2006). A course in calculus and real analysis (2nd Edition). Cham, Switzerland: Springer. https://www.math.iitb.ac.in/~srg/acicara2/ACICARA2-PrefaceAndToC.pdf

Hunter, J. K. (2016). An introduction to real analysis. California: University of California Davis Math. https://www.math.ucdavis.edu/~hunter/intro_analysis_pdf/intro_analysis.pdf

İstanbul Temel Bilimler Akademisi [İSTEMBİL]. (2015a). Mathematics-chapter 1: Limit and continuity. Retrieved from the https://istembil.com

İstanbul Temel Bilimler Akademisi [İSTEMBİL]. (2015b). Mathematics-chapter 2: Derivatives-differentation. Retrieved from the https://istembil.com

Jameson, G., Machaba, F. M., & Matabane, M. E. (2023). An exploration of grade 12 learners’ misconceptions on solving calculus problem: A case of limits. Research in Social Sciences and Technology, 8(4), 94-124. https://doi.org/10.46303/ressat.2023.34

Kertil, M. (2014). Pre-service elementary mathematics teachers' understanding of derivative through a model development unit. Unpublished Doctoral Dissertation (Thesis Number 355255). Middle East of Technical University Institute of Science, Ankara, Türkiye. https://tez.yok.gov.tr

Kleiner, I. (1991). Rigor and proof in mathematics: A historical perspective. Mathematics Magazine, 64(5), 291-314. https://doi.org/10.2307/2690647

Larson, R., & Edwards, B. H. (2023). Calculus (12th Edition). Boston: Cengage. https://www.cengage.com/c/calculus-of-a-single-variable-12e-larson-edwards/9780357749142/

Mamona-Downs, J. (2001). Letting the intuitive bear on the formal: A didactical approach for the understanding of the limit of a sequence. Educational Studies in Mathematics, 48, 259-288. https://www.jstor.org/stable/3483028

Math Is Fun [MIF]. (2017). Introduction to integration: Rules of integration. Retrieved from the https://www.mathsisfun.com/calculus/integration-introduction.html

Munkres, J. R. (2000). Topology (2nd Edition). New Jersey: Prentice Hall Inc. Englewood Cliffs. https://math.mit.edu/~hrm/palestine/munkres-topology.pdf

Nave, R. (2019). Derivatives and integrals: HyperPhysics. Retrieved from the https://hyperphysics.phy-astr.gsu.edu/hbase/calculus/calint.html

Oehrtman, M. (2009). Collapsing dimensions, physical limitation, and other student metaphors for limit concepts. Journal for Research in Mathematics Education, 40(4), 396-426. http://dx.doi.org/10.5951/jresematheduc.40.4.0396

Open University [OU]. (2018). Introduction to differentiation: Functions whose domains include endpoints. Retrieved from the https://www.open.edu/openlearn/science-maths-technology/introduction-differentiation/content-section-3.4.3

OpenStax of Rice University [ORU]. (2020). Calculus: Volume-I. In E. J. Herman & G. Strang (Eds.), Houston: OpenStax. Retrieved from the https://assets.openstax.org/oscms-prodcms/media/documents/Calculus_Volume_1_-_WEB_68M1Z5W.pdf

Özkoç, M. (2016a). Matematik kafası-ilgili sorular: olan f fonksiyonunun a ve b noktalarında limiti var mıdır_?. Retrieved from the https://matkafasi.com/80081/mathbb-olan-f-fonksiyonunun-noktalarinda-limiti-midir?show=80081#q80081

Özkoç, M. (2016b). Matematik kafası-ilgili sorular: olan fonksiyonunun ve noktalarında türevi var mıdır_?. Retrieved from https://matkafasi.com/80092/mathbb-fonksiyonunun-noktalarinda-midir-ilgili-bakiniz?show=80092#q80092

Özkoç, M. (2021). Matematik kafası-ilgili sorular: Uç noktalardaki limit, süreklilik ve türev durumu. Retrieved from https://matkafasi.com/135543/uc-noktalardaki-limit-sureklilik-ve-turev-durumu?show=135543#q135543

Park, J. E. (2015). Erratum to: Is the derivative a function? If so, how do we teach it?. Educational Studies in Mathematics. 89, 233-250. https://doi.org/10.1007/s10649-015-9601-7

Rudin, W. (1976). Principles of mathematical analysis (3rd Edition). New York: McGraw-Hill. https://david92jackson.neocities.org/images/Principles_of_Mathematical_Analysis-Rudin.pdf

Şahin, M. (2013). Uç noktalarda türev var mı?. Retrieved from the https://groups.google.com/g/tmoz/c/BFE-zwfji84

Sierpinska, A. (1992). On understanding the notion of function. In E. Dubinsky & G. Harel (Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 25-58). USA: Mathematical Association of America Notes & Reports. https://www.academia.edu/5091752/On_understanding_the_notion_of_function

Slavíčková, M., & Vargová, M. (2023). Differences in the comprehension of the limit concept between prospective mathematics teachers and managerial mathematicians during online teaching. In Fulantelli, G., Burgos, D., Casalino, G., Cimitile, M., Lo Bosco, G., & Taibi, D. (Eds.), Higher education learning methodologies and technologies online (pp. 168-183). Springer. https://doi.org/10.1007/978-3-031-29800-4_13

Spivak, M. (2008). Calculus (3rd Edition). Cambridge Univ. Press. https://assets.cambridge.org/97805218/67443/frontmatter/9780521867443_frontmatter.pdf

Stewart, J. (2016). Calculus: Early transcendentals (8th Edition). Cengage Learning. https://cengage.com

Tall, D. (1992). The transition to advanced mathematical thinking: Functions, limits, infinity, and proof. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 495-511). London: Macmillan. https://pdfcentro.com/library/a-transition-to-advanced-mathematics-4974988

Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169. https://doi.org/10.1007/BF00305619

Thomas, G. B., Weir, M. D., Hass, J., & Heil, C. (2014). Thomas’ calculus early transcendentals (13th Ed.). Boston: Pearson. https://rodrigopacios.github.io/mrpacios/download/Thomas_Calculus.pdf

Thompson, P. W. (1994). Students, functions, and the undergraduate curriculum. Research in Collegiate Mathematics Education I, 21-44. https://pat-thompson.net/PDFversions/1994StuFunctions.pdf

Thompson, P. W., & Carlson, M. P. (2017). Variation, covariation, and functions: Foundational ways of thinking mathematically. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 421-456). Reston, VA: National Council of Teachers of Mathematics. https://pat-thompson.net/PDFversions/2016ThompsonCarlsonCovariation.pdf

Uzay, U. (2013). Uç noktalarda türev var mı?. Retrieved from the https://groups.google.com/g/tmoz/c/BFE-zwfji84

Weldeana, H. N., Sbhatu, D. B., & Berhe, G. T. (2023). Freshman STEM students’ misconceptions in a basic limit. Heliyon, 9(12), 1-9. https://doi.org/10.1016/j.heliyon.2023.e22359

Yu, F. (2019). A student's meaning for the derivative at a point. In A. Weinberg, D. Moore-Russo, H. Soto, and M. Wawro (Eds), 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 1203–1204). Oklahoma City. https://www.researchgate.net/publication/336208885_A_Student's_Meanings_for_the_Derivative_at_a_Point_Poster

Yu, F. (2020). Students' meanings for the derivative at a point. In S. S. Karunakaran, Z. Reed, and A. Higgins (Eds), 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 672-680). Boston, MA. https://www.researchgate.net/publication/345344391_Students'_Meanings_for_the_Derivative_at_a_Point

Zandieh, M. J. (2000). A theoretical framework for analyzing student understanding of the concept of derivative. In E. Dubinsky, A. Schoenfeld & J. Kaput (Eds.), Research in collegiate mathematics education: IV. Issues in mathematics education (pp. 103-127). Providence, RI: American Mathematical Society. https://www.researchgate.net/publication/290852352_A_theoretical_framework_for_analyzing_student_understanding_of_the_concept_of_derivative

Zandieh, M. J., & Knapp, J. (2006). Exploring the role of metonymy in mathematical understanding and reasoning: the concept of derivative as an example. Journal of Mathematical Behavior, 25, 1-17. https://doi.org/10.1016/j.jmathb.2005.11.002

Zorich, V. A. (2004). Mathematical analysis-I. Berlin, Heidelberg: Springer-Verlag. https://zr9558.com/wp-content/uploads/2013/11/mathematical-analysis-zorich1.pdf

Abian, A., & Wilson, J. A. (1998). Derivatives at boundary points. Kyungpook Mathematical Journal, 38(2), 359-361. https://kmj.knu.ac.kr/journal/view.html?spage=359&volume=38&number=2

Adhikari, K. P. (2020). Difficulties and misconceptions of students in learning limit of the function. Interdisciplinary Research in Education, 5(1-2), 15-26. https://doi.org/10.3126/ire.v5i1&2.34731

Amatangelo, M. L. (2013). Student understanding of limit and continuity at a point: A look into four potentially problematic conceptions. Master of Arts. Brigham Young University, Utah, USA. https://scholarsarchive.byu.edu/etd/3639

Apostol, T. M. (1974). Mathematical analysis (2nd Edition). Boston: Addison-Wesley Publishing Company Inc. https://ufsj.edu.br/portal-repositorio/File/demat/PASTA-PROF/jorge/T_F_I_e_T_F_I_Apostol.pdf

Asiala, M., Cottrill, J., Dubinsky, E., & Schwingendorf, K. (1997). The development of students' graphical understanding of the derivative. Journal of Mathematical Behavior, 16(4), 399-431. https://doi.org/10.1016/S0732-3123(97)90015-8

Bakırcı, Ç. M. (2014). Türev ve integrali gerçekten anlamak: Türev nedir? İntegral nedir?. Retrieved from the https://evrimagaci.org/s/2901

Bartle, R. G., & Sherbert, D. R. (2011). Introduction to real analysis (4th Edition). New Jersey: John Wiley & Sons Inc. https://mashadi.staff.unri.ac.id/files/2018/10/BUKU-REAL-ANALYSIS.pdf

Better Explained [BE]. (2019). Calculus: Building intuition for the derivative. Retrieved from the https://betterexplained.com/articles/calculus-building-intuition-for-the-derivative/

Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning to understand rate of change. Journal for Research in Mathematics Education, 33(5), 352–378. https://doi.org/10.2307/4149958

Castillo-Garsow, C., Johnson, E., & Moore, K. (2013). Chunky and smooth images of change. For the Learning of Mathematics 33(3), 31-37. New Brunswick: FLM Publishing. https://flm-journal.org/Articles/11A85FC0E320DF94C00F28F2595EAF.pdf

Dönmez, D. (2016). Matematik kafası-ilgili sorular: olan f fonksiyonunun a ve b noktalarında limiti var mıdır_?. Retrieved from the https://matkafasi.com/80081/mathbb-olan-f-fonksiyonunun-noktalarinda-limiti-midir?show=80081#q80081

Fabian, M. (1981). Differentiability via one sided directional derivatives. Proceedings of the American Mathematical Society, 82(3), 495-500. https://doi.org/10.2307/2043969

Ferres-López, E., Roanes-Lozano, E., Martínez-Zarzuelo, A., & Sánchez, F. (2023). One-sided differentiability: A challenge for computer algebra systems. Electronic Research Archive, 31(3), 1737-1768. https://doi.org/10.3934/era.2023090

Feudel, F., & Biehler, R. (2021). Students’ understanding of the derivative concept in the context of mathematics for economics. Journal für Mathematik-Didaktik, 42, 273-305. https://doi.org/10.1007/s13138-020-00174-z

Fındık, S. (2019). Türev konusunun matematiksel sit kavramı çerçevesinde ekolojik analizi ve kavramsal ilişkilerinin didaktik yapılandırılması. Yayınlanmamış Doktora Tezi. (Tez No: 553930). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye. https://tez.yok.gov.tr

Friedlen, D. M., & Nashed, M. Z. (1968). A note on one-sided directional derivatives. Mathematics Magazine, 41(3), 147-150. https://doi.org/10.1080/0025570X.1968.11975863

Fuentealba, C. (2018). The understanding of the derivative concept in higher education. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), 1-15. https://doi.org/10.29333/ejmste/100640

Galperin, E. A. (1999). Some old traditions in mathematics and in mathematical education. Computers & Mathematics with Applications, 37(4-5), 9-17. https://doi.org/10.1016/S0898-1221(99)00055-3

Ghorpade, S. R., & Limaye, B. V. (2006). A course in calculus and real analysis (2nd Edition). Cham, Switzerland: Springer. https://www.math.iitb.ac.in/~srg/acicara2/ACICARA2-PrefaceAndToC.pdf

Hunter, J. K. (2016). An introduction to real analysis. California: University of California Davis Math. https://www.math.ucdavis.edu/~hunter/intro_analysis_pdf/intro_analysis.pdf

İstanbul Temel Bilimler Akademisi [İSTEMBİL]. (2015a). Mathematics-chapter 1: Limit and continuity. Retrieved from the https://istembil.com

İstanbul Temel Bilimler Akademisi [İSTEMBİL]. (2015b). Mathematics-chapter 2: Derivatives-differentation. Retrieved from the https://istembil.com

Jameson, G., Machaba, F. M., & Matabane, M. E. (2023). An exploration of grade 12 learners’ misconceptions on solving calculus problem: A case of limits. Research in Social Sciences and Technology, 8(4), 94-124. https://doi.org/10.46303/ressat.2023.34

Kertil, M. (2014). Pre-service elementary mathematics teachers' understanding of derivative through a model development unit. Unpublished Doctoral Dissertation (Thesis Number 355255). Middle East of Technical University Institute of Science, Ankara, Türkiye. https://tez.yok.gov.tr

Kleiner, I. (1991). Rigor and proof in mathematics: A historical perspective. Mathematics Magazine, 64(5), 291-314. https://doi.org/10.2307/2690647

Larson, R., & Edwards, B. H. (2023). Calculus (12th Edition). Boston: Cengage. https://www.cengage.com/c/calculus-of-a-single-variable-12e-larson-edwards/9780357749142/

Mamona-Downs, J. (2001). Letting the intuitive bear on the formal: A didactical approach for the understanding of the limit of a sequence. Educational Studies in Mathematics, 48, 259-288. https://www.jstor.org/stable/3483028

Math Is Fun [MIF]. (2017). Introduction to integration: Rules of integration. Retrieved from the https://www.mathsisfun.com/calculus/integration-introduction.html

Munkres, J. R. (2000). Topology (2nd Edition). New Jersey: Prentice Hall Inc. Englewood Cliffs. https://math.mit.edu/~hrm/palestine/munkres-topology.pdf

Nave, R. (2019). Derivatives and integrals: HyperPhysics. Retrieved from the https://hyperphysics.phy-astr.gsu.edu/hbase/calculus/calint.html

Oehrtman, M. (2009). Collapsing dimensions, physical limitation, and other student metaphors for limit concepts. Journal for Research in Mathematics Education, 40(4), 396-426. http://dx.doi.org/10.5951/jresematheduc.40.4.0396

Open University [OU]. (2018). Introduction to differentiation: Functions whose domains include endpoints. Retrieved from the https://www.open.edu/openlearn/science-maths-technology/introduction-differentiation/content-section-3.4.3

OpenStax of Rice University [ORU]. (2020). Calculus: Volume-I. In E. J. Herman & G. Strang (Eds.), Houston: OpenStax. Retrieved from the https://assets.openstax.org/oscms-prodcms/media/documents/Calculus_Volume_1_-_WEB_68M1Z5W.pdf

Özkoç, M. (2016a). Matematik kafası-ilgili sorular: olan f fonksiyonunun a ve b noktalarında limiti var mıdır_?. Retrieved from the https://matkafasi.com/80081/mathbb-olan-f-fonksiyonunun-noktalarinda-limiti-midir?show=80081#q80081

Özkoç, M. (2016b). Matematik kafası-ilgili sorular: olan fonksiyonunun ve noktalarında türevi var mıdır_?. Retrieved from https://matkafasi.com/80092/mathbb-fonksiyonunun-noktalarinda-midir-ilgili-bakiniz?show=80092#q80092

Özkoç, M. (2021). Matematik kafası-ilgili sorular: Uç noktalardaki limit, süreklilik ve türev durumu. Retrieved from https://matkafasi.com/135543/uc-noktalardaki-limit-sureklilik-ve-turev-durumu?show=135543#q135543

Park, J. E. (2015). Erratum to: Is the derivative a function? If so, how do we teach it?. Educational Studies in Mathematics. 89, 233-250. https://doi.org/10.1007/s10649-015-9601-7

Rudin, W. (1976). Principles of mathematical analysis (3rd Edition). New York: McGraw-Hill. https://david92jackson.neocities.org/images/Principles_of_Mathematical_Analysis-Rudin.pdf

Şahin, M. (2013). Uç noktalarda türev var mı?. Retrieved from the https://groups.google.com/g/tmoz/c/BFE-zwfji84

Sierpinska, A. (1992). On understanding the notion of function. In E. Dubinsky & G. Harel (Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 25-58). USA: Mathematical Association of America Notes & Reports. https://www.academia.edu/5091752/On_understanding_the_notion_of_function

Slavíčková, M., & Vargová, M. (2023). Differences in the comprehension of the limit concept between prospective mathematics teachers and managerial mathematicians during online teaching. In Fulantelli, G., Burgos, D., Casalino, G., Cimitile, M., Lo Bosco, G., & Taibi, D. (Eds.), Higher education learning methodologies and technologies online (pp. 168-183). Springer. https://doi.org/10.1007/978-3-031-29800-4_13

Spivak, M. (2008). Calculus (3rd Edition). Cambridge Univ. Press. https://assets.cambridge.org/97805218/67443/frontmatter/9780521867443_frontmatter.pdf

Stewart, J. (2016). Calculus: Early transcendentals (8th Edition). Cengage Learning. https://cengage.com

Tall, D. (1992). The transition to advanced mathematical thinking: Functions, limits, infinity, and proof. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 495-511). London: Macmillan. https://pdfcentro.com/library/a-transition-to-advanced-mathematics-4974988

Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169. https://doi.org/10.1007/BF00305619

Thomas, G. B., Weir, M. D., Hass, J., & Heil, C. (2014). Thomas’ calculus early transcendentals (13th Ed.). Boston: Pearson. https://rodrigopacios.github.io/mrpacios/download/Thomas_Calculus.pdf

Thompson, P. W. (1994). Students, functions, and the undergraduate curriculum. Research in Collegiate Mathematics Education I, 21-44. https://pat-thompson.net/PDFversions/1994StuFunctions.pdf

Thompson, P. W., & Carlson, M. P. (2017). Variation, covariation, and functions: Foundational ways of thinking mathematically. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 421-456). Reston, VA: National Council of Teachers of Mathematics. https://pat-thompson.net/PDFversions/2016ThompsonCarlsonCovariation.pdf

Uzay, U. (2013). Uç noktalarda türev var mı?. Retrieved from the https://groups.google.com/g/tmoz/c/BFE-zwfji84

Weldeana, H. N., Sbhatu, D. B., & Berhe, G. T. (2023). Freshman STEM students’ misconceptions in a basic limit. Heliyon, 9(12), 1-9. https://doi.org/10.1016/j.heliyon.2023.e22359

Yu, F. (2019). A student's meaning for the derivative at a point. In A. Weinberg, D. Moore-Russo, H. Soto, and M. Wawro (Eds), 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 1203–1204). Oklahoma City. https://www.researchgate.net/publication/336208885_A_Student's_Meanings_for_the_Derivative_at_a_Point_Poster

Yu, F. (2020). Students' meanings for the derivative at a point. In S. S. Karunakaran, Z. Reed, and A. Higgins (Eds), 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 672-680). Boston, MA. https://www.researchgate.net/publication/345344391_Students'_Meanings_for_the_Derivative_at_a_Point

Zandieh, M. J. (2000). A theoretical framework for analyzing student understanding of the concept of derivative. In E. Dubinsky, A. Schoenfeld & J. Kaput (Eds.), Research in collegiate mathematics education: IV. Issues in mathematics education (pp. 103-127). Providence, RI: American Mathematical Society. https://www.researchgate.net/publication/290852352_A_theoretical_framework_for_analyzing_student_understanding_of_the_concept_of_derivative

Zandieh, M. J., & Knapp, J. (2006). Exploring the role of metonymy in mathematical understanding and reasoning: the concept of derivative as an example. Journal of Mathematical Behavior, 25, 1-17. https://doi.org/10.1016/j.jmathb.2005.11.002

Zorich, V. A. (2004). Mathematical analysis-I. Berlin, Heidelberg: Springer-Verlag. https://zr9558.com/wp-content/uploads/2013/11/mathematical-analysis-zorich1.pdf