ERIC Number: ED658390
Record Type: Non-Journal
Publication Date: 2023
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Implications of Faster/Slower Language on Undergraduate Precalculus Students' Graphing
Irma E. Stevens
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023)
Researchers have recommended using tasks that support students in reasoning covariationally to build productive meanings for graphs, rates of change, exponential growth, and more. However, not many recent studies have been done to identify how students reason when engaging in covariational reasoning tasks in undergraduate precalculus courses. In this study, I analyze submitted classwork, including video submissions of that work, in an applied precalculus undergraduate course. In comparing current literature on students' covariational reasoning with these students' responses, there is some overlap that this study provides additional insights to, and there are also unique ways of reasoning these students exhibited tied to understanding the steepness of slope as being associated with ideas of speed. This study contributes to knowledge about how students develop covariational reasoning. [For the complete proceedings, see ED658295.]
Descriptors: Undergraduate Students, College Mathematics, Calculus, Graphs, Language Usage, Mathematics Skills, Thinking Skills, Abstract Reasoning, Assignments, Mathematics Activities
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A