A Link between Students' Discernment of Variation in Unidirectional Change and Their Use of Quantitative Variational Reasoning

Autor/inn/en	Johnson, Heather Lynn; McClintock, Evan
Titel	A Link between Students' Discernment of Variation in Unidirectional Change and Their Use of Quantitative Variational Reasoning
Quelle	In: Educational Studies in Mathematics, 97 (2018) 3, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9799-7
Schlagwörter	Statistical Analysis; Middle School Students; Grade 7; Interviews; Mathematics Instruction; Graphs; Geometric Concepts; Plane Geometry; Logical Thinking + Suchen Sie Ihr Suchwort? Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Elementare Geometrie; Planimetrie
Abstract	In this design experiment study, we investigated the problem: What conditions might foster students' discernment of a critical aspect--variation in unidirectional change (e.g., discerning a "decreasing" increase)? At a public middle school in a large US city, we led a sequence of three days of whole class lessons, followed by task-based, clinical interviews with 14 seventh grade students (~ 13 years old). Students interacted with researcher-developed dynamic computer environments, which linked filling polygon animations with dynamic graphs. We report results to demonstrate a range of students' work along with detailed analyses of student interview episodes. We found connections between students' predictions of graph type (linear, "mostly" linear, nonlinear), students' conceptions of attributes represented by a graph, and students' discernment of variation in unidirectional change. Students who discerned variation in unidirectional change also engaged in quantitative variational reasoning. To foster students' discernment of variation in unidirectional change, task designers should provide opportunities for students to conceive of attributes as capable of varying and possible to measure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01