Proceedings of the 8th International Symposium on Mathematics Education and Innovation (ISMEI 2024)

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Students’ Cognitive Growth in Learning the Chain Rule Using Desmos Classroom as a Generic Organizer

Authors
T. L. S. Desyarti Safarini1, *, Darhim Darhim2, Dadang Juandi2
1Sampoerna University, Jakarta, Indonesia
2Universitas Pendidikan Indonesia, Bandung, Indonesia
*Corresponding author. Email: desyarti.safarini@sampoernauniversity.ac.id
Corresponding Author
T. L. S. Desyarti Safarini
Available Online 3 July 2025.
DOI
10.2991/978-2-38476-434-1_2How to use a DOI?
Keywords
Cognitive Growth; Chain Rule; Desmos Classroom; Generic Organizer
Abstract

Despite extensive research on calculus, effective methods of teaching derivatives to engineering students remain elusive. The present case study addresses this problem by exploring students’ cognitive growth as they learn the Chain Rule, which utilizes Desmos Classroom (DC) as a generic organizer to realize the ideas of the Three Worlds of Mathematics (TWM) framework. Twenty-five first-year students taking Calculus and Analytical Geometry 1 responded to DC activities. Various thinking activities in the embodied, proceptual, and axiomatic formal worlds represent students’ cognitive growth. In this study, students performed embodied operations, solved the Chain Rule problems (thinking in the proceptual world), and proved the Chain Rule (thinking in the axiomatic formal world). Utilizing DC can facilitate students’ cognitive growth in learning the Chain Rule. The quiz results showed that 96% of the students could demonstrate thinking in axiomatic formal and perceptual worlds. Approximately 80% of the students also succeeded in creating a graphical representation of the problem. The results of this study imply that utilizing DC as a generic organizer can be an alternative strategy to facilitate students’ cognitive growth in learning the Chain Rule.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 8th International Symposium on Mathematics Education and Innovation (ISMEI 2024)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
3 July 2025
ISBN
978-2-38476-434-1
ISSN
2667-128X
DOI
10.2991/978-2-38476-434-1_2How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - T. L. S. Desyarti Safarini
AU  - Darhim Darhim
AU  - Dadang Juandi
PY  - 2025
DA  - 2025/07/03
TI  - Students’ Cognitive Growth in Learning the Chain Rule Using Desmos Classroom as a Generic Organizer
BT  - Proceedings of the 8th International Symposium on Mathematics Education and Innovation (ISMEI 2024)
PB  - Atlantis Press
SP  - 4
EP  - 17
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-38476-434-1_2
DO  - 10.2991/978-2-38476-434-1_2
ID  - Safarini2025
ER  -