Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Steven R.; Corey, Douglas Lyman; Teuscher, Dawn |
|---|---|
| Titel | Conventions and Context: Graphing Related Objects onto the Same Set of Axes [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), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Graphs; Mathematics Instruction; Teaching Methods; Thinking Skills; High School Students; Undergraduate Students |
| Abstract | Several researchers have promoted reimagining functions and graphs more quantitatively. One part of this research has examined graphing "conventions" that can at times conflict with quantitative reasoning about graphs. In this theoretical paper, we build on this work by considering a widespread convention in mathematics teaching: putting related, derived graphical objects (e.g., the graphs of a function and its inverse or the graphs of a function and its derivative) on the same set of axes. We show problems that arise from this convention in different mathematical content areas when considering contextualized functions and graphs. We discuss teaching implications about introducing such related graphical objects through context on separate axes, and eventually building the convention of placing them on the same axis in a way that this convention and its purposes become more transparent to students. [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 |
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