Students' Differentiated Translation Processes

Autor/inn/en	Bossé, Michael J.; Adu-Gyamfi, Kwaku; Chandler, Kayla
Titel	Students' Differentiated Translation Processes
Quelle	In: International Journal for Mathematics Teaching and Learning, (2014), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Mathematical Concepts; Cognitive Processes; Student Behavior; Mathematics Education; Problem Solving; Difficulty Level; Calculus; High School Students; Concept Mapping; Task Analysis; Mathematical Aptitude; Student Attitudes; Time on Task; Case Studies; Comparative Analysis + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Mathematische Bildung; Problemlösen; Schwierigkeitsgrad; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept Map; Aufgabenanalyse; Zeitaufwand; Case study; Fallstudie; Case Study
Abstract	Understanding how students translate between mathematical representations is of both practical and theoretical importance. This study examined students' processes in their generation of symbolic and graphic representations of given polynomial functions. The purpose was to investigate how students perform these translations. The result of the study suggests that students of different ability levels process translations differently and that students' apparent difficulties with translations may be directly connected with their processes and obstacles encountered during translations. The study's novel framework led to identifying aspects of student behavior that were not previously recognized in the literature. In addition to these findings, this study developed an evolution in theoretical frameworks through which to investigate and explain translation actions between representations. The findings of the study have implications for addressing student difficulties in translations among representations. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10