Slope across the Curriculum: A Textbook Case Analysis [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Fisher, Thomas; Nagle, Courtney; Moore-Russo, Deborah
Titel	Slope across the Curriculum: A Textbook Case Analysis [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Concepts; Textbooks; Mathematics Instruction; Textbook Content; Mathematical Logic; Secondary School Mathematics; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12 + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Lehrbuchtext; Mathematical logics; Mathematische Logik; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study reviews how slope is developed in expository materials across a seven-textbook series. Slope development is analyzed using a framework of five slope components to describe which components are used and connected, and by investigating accompanying levels of covariational reasoning. Findings suggest that the series describes slope from multiple components, and this development is grounded in various levels of covariational reasoning. While many connections were found between components, occurrences of both visual and nonvisual approaches within components were not prevalent. Suggestions include building connections between Behavior Indicator and Determining Property components through descriptions of covariation as well as more connections to the Steepness component. [For the complete proceedings, see ED630060.] (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