Backward Transfer: An Investigation of the Influence of Quadratic Functions Instruction on Students' Prior Ways of Reasoning about Linear Functions

Autor/in	Hohensee, Charles
Titel	Backward Transfer: An Investigation of the Influence of Quadratic Functions Instruction on Students' Prior Ways of Reasoning about Linear Functions
Quelle	In: Mathematical Thinking and Learning: An International Journal, 16 (2014) 2, S.135-174 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2014.889503
Schlagwörter	Mathematics Instruction; Middle School Students; Secondary School Mathematics; Prior Learning; Mathematical Concepts; Influences; Mathematical Logic; Semi Structured Interviews; Pretests Posttests; Transfer of Training; Data Analysis; Qualitative Research; Coding + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Vorkenntnisse; Influence; Einfluss; Einflussfaktor; Mathematical logics; Mathematische Logik; Training; Transfer; Ausbildung; Auswertung; Qualitative Forschung; Codierung; Programmierung
Abstract	The transfer of learning has been the subject of much scientific inquiry in the social sciences. However, mathematics education research has given little attention to a subclass called backward transfer, which is when learning about new concepts influences learners' ways of reasoning about previously encountered concepts. This study examined when and in what ways a quadratic functions instructional unit productively influenced middle school students' ways of reasoning about linear functions. Results showed that students' ways of reasoning about essential properties of linear functions were productively influenced. Furthermore, conceptual connections were identified linking changes in students' ways of reasoning about linear functions to what they learned during the quadratics unit. These findings suggest that it is possible to productively influence learners' ways of reasoning about previously learned-about concepts in significant respects while teaching them new material and that backward transfer offers promise as a new focus for mathematics education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10