How Transitions between Related Artifacts Support Students' Covariational Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Germia, Erell; York, Toni; Panorkou, Nicole
Titel	How Transitions between Related Artifacts Support Students' Covariational Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Mathematics Instruction; Grade 6; Cooperative Learning; Graphs; Instructional Design; Teaching Methods; Climate; Computer Simulation; Learning Processes + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Kooperatives Lernen; Grafische Darstellung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Klima; Computergrafik; Computersimulation; Learning process; Lernprozess
Abstract	Many studies use instructional designs that include two or more artifacts (digital manipulatives, tables, graphs) to support students' development of reasoning about covarying quantities. While students' forms of covariational reasoning and the designs are often the focus of these studies, the way students' interactions and transitions between artifacts shape their actions and thinking is often neglected. By examining the transitions that students make between artifacts as they construct and reorganize their reasoning, our study aimed to justify claims made by various studies about the nature of the synergy of artifacts. In this paper, we present data from a design experiment with a pair of sixth-grade students to discuss how their transitions between artifacts provided a constructive space for them to reason about covarying quantities in graphs. [For the complete proceedings, see ED630210.] (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	2024/1/01