扩展协变框架：将协变推理与学生对变化率的解释联系起来

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2024-01-09 DOI:10.1016/j.jmathb.2023.101122

Franklin Yu

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引用次数: 0

摘要

随着研究人员对学生如何将两个（或多个）量的值协调为协变量的了解越来越多，有关协变推理的研究也在不断发展。在本研究中，我考察了学生的协变推理与他们如何解释变化率值之间的联系。研究结果表明，关注学生对变化率的量化可以深入了解他们的协变推理，以及我们如何更好地支持学生进行更高层次的推理。此外，本手稿还对卡尔森等人（2002 年）的协变推理框架进行了更新，增加了两个学生推理类别和一个额外维度，用于描述学生在框架各层次对速率值的解释。

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Extending the covariation framework: Connecting covariational reasoning to students’ interpretation of rate of change

Research on covariational reasoning has continued to evolve as researchers learn more about how students coordinate two (or more) quantities’ values as covarying. In this study, I examine the connection between students’ covariational reasoning and how they interpret the value of a rate of change. The findings suggest that attending to students’ quantifications of a rate of change can provide insight into their covariational reasoning and how we might better support students in reasoning at higher levels. Additionally, this manuscript provides an update to the Carlson et al. (2002) Covariation Framework that includes two additional categories of student reasoning and an additional dimension that describes students’ interpretation of a rate value at each level of the framework.

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.