The aim of this study is to identify some indicators of post-secondary students' development of derivative schema. In order to identify these indicators we use intra, inter and trans levels of development of a schema provided by Piaget and García. We argue that students' flexible use of the logical equivalence between mathematical elements when solving a problem is an indicator of the development of the derivative schema. This characterization helps to explain the transition between the levels inter and trans of the development of derivative schema.
Development of Understanding; Schema; Levels of Development of a Schema
