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Abstract The aim of this paper is to review recently calculus curriculum reforms and research studies that document what types of understanding students develop in their precalculus courses. We argue that it is important to characterize what difficulties students experience to solve tasks that include the use of foundational calculus concepts and to look for possible ways for students to develop a way of reasoning to work on problems that involve variational phenomena. Thus, we identified tasks in which calculus students exhibit limited understanding of essential concepts to approach and solve those tasks. The purpose is to illustrate and discuss how the systematic use of a Dynamic Geometry System (DGS) could provide a set of affordances for students to develop ways of thinking to grasp calculus foundational ideas and to study the derivative concept. Here, we relied on Thurston’s seminal work that emphasizes the relevance for learners to identify, connect, and coordinate different dimensions and meanings (intuitive, symbolic, algorithmic, geometric, physical, and formal) to construct, understand, and apply the concept of derivative.
Santos‐Trigo et al. (2024) studied this question.