An Embodied Design for Grounding the Mathematics of Slope in Middle School Students' Perceptions of Steepness

Autor/in	Thacker, Ian
Titel	An Embodied Design for Grounding the Mathematics of Slope in Middle School Students' Perceptions of Steepness
Quelle	In: Research in Mathematics Education, 22 (2020) 3, S.304-328 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thacker, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2019.1692061
Schlagwörter	Mathematical Concepts; Concept Formation; Secondary School Mathematics; Middle School Students; Mathematical Logic; Teaching Methods; Algebra; Cognitive Processes; Grade 8; Grade 7; Manipulative Materials; California + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Hilfsmittel; Kalifornien
Abstract	The goal of this design-based research study was the creation and evaluation of a mini-unit intended to foster perceptually grounded understandings of the concept of slope in middle-school students. Central to this unit was an innovative device designed to create a productive pedagogical space between student intuition for steepness and formal definition of slope. Nine students from a US middle school engaged with the design in one-on-one video-recorded interviews. Analysis of the data indicates that a majority of students appropriated the mathematics of slope to support their intuitive judgments regarding steepness. Comparing the cases of three students suggests conceptual learning milestones. Overall, the findings show that students' successful coordination of steepness and slope demand that their analytical and intuitive constructions be surfaced and integrated multiple times throughout the learning experience. To support students in connecting the mathematics of slope to their perceptions of steepness, educators can plan for students' multiple ways of viewing situations involving slope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01