ERIC Number: EJ1416537
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: EISSN-1945-2306
How Students Understand Graphical Patterns: Fine-Grained, Intuitive Knowledge Used in Graphical Thinking
Jon-Marc G. Rodriguez; Steven R. Jones
Journal for Research in Mathematics Education, v55 n2 p86-118 2024
Engaging in the construction and interpretation of graphs is a complex process involving concerted activation of context-specific cognitive resources. As students engage in this process, they apply fine-grained, intuitive ideas to graphical patterns: graphical forms. Using data involving pairs of students constructing and interpreting graphs, we expand on the current knowledge base on graphical forms to contribute an empirically based catalog. We also situate our cognitively oriented work in relation to research that has emphasized (a) misconceptions and (b) social practices. In addition, we draw connections to the research on covariational reasoning. We end with implications regarding how graphical forms contribute to our understanding of students' graphical reasoning and how instructors can support students.
Descriptors: College Students, Graphs, Cognitive Processes, Mathematics Skills, Misconceptions, Thinking Skills, Intuition
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Information Analyses; 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