An Analytic Framework for Representational Fluency: Algebra Students' Connections between Multiple Representations Using CAS [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/in	Fonger, Nicole L.
Titel	An Analytic Framework for Representational Fluency: Algebra Students' Connections between Multiple Representations Using CAS [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Algebra; Educational Technology; Technology Uses in Education; Concept Formation; High School Students; Acceleration (Education); Equations (Mathematics); Problem Solving; Teaching Methods; Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Acceleration; Beschleunigung; Equations; Mathematics; Gleichungslehre; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik
Abstract	To better support students' conceptual understanding of algebra in the information age, we need an improved understanding of how students interpret connections between multiple representations using CAS as a representational toolkit. This research centers on the development of an analytic framework for categorizing students' connections between multiple representations, an indicator of students' representational fluency. Videotaped task-based interviews with high school algebra students solving equations using CAS were analyzed to generate the proposed analytic framework, which has a hierarchical structure based on the direction and purpose of students' translations between representations. [For the complete proceedings, see ED585874.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01