Abstract
We used Action-Process-Object-Schema (APOS) theory to analyze the possibility of replication of results obtained in our previous research on student understanding of two-variable functions when using a similar teaching approach in a different institutional context. The experience was conducted at a university in a different country from those in previous studies.
The experience consisted in comparing two groups of the same course, one taught through lectures and the other using collaborative work and activities designed with APOS theory. In this study, we show a summary of results obtained through a comparison of students' performance in both groups.
Findings show the generalizability of results obtained in previous studies and the possible replication of didactic aspects across institutions. In particular, it was found that using APOS theory's didactical approach favors a deeper understanding of functions of two variables.