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3D-printing technology has become increasingly important in recent years, offering many possibilities for mathematics teaching and learning. From our point of view, the field of calculus seems to be particularly suitable for the use of 3D-printing. Using the example of 3D-printed graphs of functions, the use of this technology in calculus is discussed within the three approaches of Grundvorstellungen, Subjective Domains of Experience and Empirical Theories. An empirical study, based on the qualitative content analysis according to Philipp Mayring, examines the influence of the models on concept formation processes in the context of derivatives. The focus is on the following research question: “What are the characteristics of concept formation processes of the concept of derivative in the context of 3D-printed graphs of functions?”

The Use of 3D-Printing Technology in Calculus Education: Concept Formation Processes of the Concept of Derivative with Printed Graphs of Functions