A Modeling Perspective on Interpreting Rates of Change in Context

Autor/inn/en	Ärlebäck, Jonas B.; Doerr, Helen M.; O'Neil, AnnMarie H.
Titel	A Modeling Perspective on Interpreting Rates of Change in Context
Quelle	In: Mathematical Thinking and Learning: An International Journal, 15 (2013) 4, S.314-336 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2013.834405
Schlagwörter	Mathematics Instruction; Models; Teaching Methods; Instructional Design; Evidence; Abstract Reasoning; Language Usage; Change; Context Effect; Mathematical Models; Engineering Education; College Freshmen; Summer Programs; Advanced Courses; Student Attitudes; Task Analysis; Coding; Mathematics Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Evidenz; Abstraktes Denken; Denken; Sprachgebrauch; Wandel; Mathematical model; Mathematisches Modell; Ingenieurausbildung; Studienanfänger; Sommerkurs; Fortgeschrittenenunterricht; Schülerverhalten; Aufgabenanalyse; Codierung; Programmierung; Mathematische Bildung
Abstract	Functions provide powerful tools for describing change, but research has shown that students find difficulty in using functions to create and interpret models of changing phenomena. In this study, we drew on a models and modeling perspective to design an instructional approach to develop students' abilities to describe and interpret rates of change in the context of exponential decay. In this article, we elaborate the characteristics of the model development sequence and we examine how students interpreted and described non-constant rates of change in context. We provide evidence for how a focus on the context made visible students' reasoning about rates of change, including difficulties related to the use of language when describing changes in the negative direction. We argue that context and the use of language, forefronted in a modeling approach, should play an important role in supporting the development of students' reasoning about changing phenomena. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10