Literaturnachweis - Detailanzeige
| Autor/in | Zazkis, Dov |
|---|---|
| Titel | On Transitions between Representations: The Role of Contextual Reasoning in Calculus Problem Solving |
| Quelle | In: Canadian Journal of Science, Mathematics and Technology Education, 16 (2016) 4, S.374-388 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1492-6156 |
| DOI | 10.1080/14926156.2016.1190042 |
| Schlagwörter | Calculus; Problem Solving; Mathematics; Mathematics Education; Mathematics Instruction; College Mathematics; Mathematics Teachers; Mathematical Logic; Mathematical Concepts; Interviews |
| Abstract | This article argues for a shift in how researchers discuss and examine students' uses and understandings of multiple representations within a calculus context. An extension of Zazkis, Dubinsky, and Dautermann's (1996) visualization/analysis framework to include contextual reasoning is proposed. Several examples that detail transitions between modes of reasoning and how these transitions inform students' reasoning in a calculus context are discussed. These examples are used to provide evidence for the usefulness of the model for unpacking student reasoning. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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