Teachers’ conceptions of tangent line

In order to study the conceptions, and their evolutions, of the tangent line to a curve an updating workshop which took place in México was designed for upper secondary school teachers. This workshop was planned using the methodology of cooperative learning, scientific debate and auto reflection (ACODESA) and the conception-knowing-concept model (cK¢) developed mainly by Balacheff. In order to initiate the conceptions reorganization, an initial activity was made in the graphic frame; it seems optimal to start the debates without leading participants to failure. The mathematical core of the workshop was formed by an algebraic method to find tangents to algebraic curves which is close to Descartes’ method. The ACODESA methodology allowed some intense debates mainly concerning the local character of a tangent, generating the teachers’ cognitive unbalance which is a starting point for the refinement or transformation of their conceptions. On the other hand, the cK¢ model allows to understand the conceptions of participants and to analyze the evolution of their knowings.

► A training course on tangent line for in service secondary teachers in Mexico.
► Teachers had difficulties to manage the tangent local character in a graphic frame.
► We analyze actual evolutions of teachers’ conceptions within this training course.
► The study relies on an algebraic method for tangent lines closed to Descartes’ one.
► The analyzes are based on ACODESA methodology and cK¢ model.