Interpretations of Slope through Written and Verbal Interactions between a Student and Her Tutors in Algebra 1

Autor/inn/en	DeJarnette, Anna F.; McMahon, Samantha; Hord, Casey
Titel	Interpretations of Slope through Written and Verbal Interactions between a Student and Her Tutors in Algebra 1
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 9 (2020) 2, S.121-146 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Interaction; Tutors; Algebra; Mathematics Instruction; Mathematical Concepts; Discussion; Concept Formation; Fractions; Preservice Teachers; Grade 8; Symbols (Mathematics); Public Schools; Urban Schools; Semantics; Learning Problems; Middle School Students + Suchen Sie Ihr Suchwort? Interaktion; Förderlehrer; Lehrender; Tutor; Mathematics lessons; Mathematikunterricht; Diskussion; Concept learning; Begriffsbildung; Bruchrechnung; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Semantik; Lernproblem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	There is an ongoing need to support students' learning of linear functions, and the study of slope makes up a foundational component of this learning. We applied techniques from systemic functional linguistics to document the meanings that were established through spoken interaction between a student and her tutors during discussions of slope. We found that, while fraction notation gave the student and tutors a common reference point to discuss slope, it also masked important differences in how the student interpreted slope compared to her tutors. The findings of this analysis imply the need not only to attend to how students quantify slope, but also whether students recognize slope as an attribute of a line. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01