Conceptual Precalculus: Strengthening Students' Quantitative and Covariational Reasoning

Autor/inn/en	Madison, Bernard L.; Carlson, Marilyn; Oehrtman, Michael; Tallman, Michael
Titel	Conceptual Precalculus: Strengthening Students' Quantitative and Covariational Reasoning
Quelle	In: Mathematics Teacher, 109 (2015) 1, S.54-61 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Calculus; Statistical Analysis; Thinking Skills; Task Analysis; Mathematical Applications; Mathematics Skills; Mathematics Achievement; College Readiness; Student Placement; Basic Skills; Demonstrations (Educational); Problem Solving; Concept Teaching; Mathematical Concepts; Teaching Methods; Educational Practices; Skill Development + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Statistische Analyse; Denkfähigkeit; Aufgabenanalyse; Angewandte Mathematik; Innermathematische Anwendung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Schülerpraktikum; Basic skill; Grundfertigkeit; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Research over the past few decades points to ways precalculus and calculus courses can be strengthened to improve student learning in these courses. This research has informed the development of the Algebra and Precalculus Concept Readiness (APCR) and the Calculus Concept Readiness (CCR) assessments. In this article, the authors present three sample tasks from these instruments--the Oil Spill problem, the Free Throw problem, and the Ladder problem--that require an understanding of functions to represent the relationship between quantities. Commentary on student responses serves to identify foundational reasoning abilities and may help teachers develop curriculum to support student achievement. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01