Students' Conceptions Supporting Their Symbolization and Meaning of Function Rules [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Fonger, Nicole L.; Ellis, Amy; Dogan, Muhammed F.
Titel	Students' Conceptions Supporting Their Symbolization and Meaning of Function Rules [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Logic; Mathematics Instruction; Mathematical Concepts; Middle School Students; Problem Solving; Small Group Instruction; Teaching Methods; Logical Thinking; Concept Formation; Mathematics Skills; Secondary School Mathematics; Video Technology + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This paper explores the nature of students' quantitative reasoning and conceptions of functions supporting their ability to symbolize quadratic function rules, and the meanings students make of these rules. We analyzed middle school students' problem solving activity during a small group teaching experiment (n = 6) emphasizing quadratic growth through covarying quantities. Results indicate four modes of reasoning supportive of students' symbolization of quadratic function rules: (a) correspondence, (b) variation and correspondence, (c) covariation, (d) flexible covariation and correspondence. We discuss implications for research on learning vis-à-vis students' representational fluency, as well as design principles to support quantitative reasoning. [For the complete proceedings, see ED583608.] (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