Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge about Slope and Y-Intercept

Autor/inn/en	Hattikudur, Shanta; Prather, Richard W.; Asquith, Pamela; Alibali, Martha W.; Knuth, Eric J.; Nathan, Mitchell
Titel	Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge about Slope and Y-Intercept
Quelle	In: School Science and Mathematics, 112 (2012) 4, S.230-240 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2012.00138.x
Schlagwörter	Graphs; Concept Formation; Middle Schools; Secondary School Students; Grade 6; Grade 7; Grade 8; Research; Mathematics Instruction; Algebra; Mathematics Education + Suchen Sie Ihr Suchwort? Grafische Darstellung; Concept learning; Begriffsbildung; Middle school; Mittelschule; Mittelstufenschule; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Forschung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	Middle-school students are expected to understand key components of graphs, such as slope and y-intercept. However, constructing graphs is a skill that has received relatively little research attention. This study examined students' construction of graphs of linear functions, focusing specifically on the relative difficulties of graphing slope and y-intercept. Sixth-graders' responses prior to formal instruction in graphing reveal their intuitions about slope and y-intercept, and seventh- and eighth-graders' performance indicates how instruction shapes understanding. Students' performance in graphing slope and y-intercept from verbally presented linear functions was assessed both for graphs with quantitative features and graphs with qualitative features. Students had more difficulty graphing y-intercept than slope, particularly in graphs with qualitative features. Errors also differed between contexts. The findings suggest that it would be valuable for additional instructional time to be devoted to y-intercept and to qualitative contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10