The Integral as Accumulation Function Approach: A Proposal of a Learning Sequence for Collaborative Reasoning

Autor/inn/en	Palha, Sonia; Spandaw, Jeroen
Titel	The Integral as Accumulation Function Approach: A Proposal of a Learning Sequence for Collaborative Reasoning
Quelle	In: European Journal of Science and Mathematics Education, 7 (2019) 3, S.109-136 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Thinking Skills; Secondary Education; Secondary School Mathematics; Grade 11; Teaching Methods; Cooperative Learning; Case Studies; High School Students; Mathematical Formulas; Graphs; Tables (Data); Mathematics Education; Sequential Learning + Suchen Sie Ihr Suchwort? Denkfähigkeit; Sekundarbereich; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Formel; Grafische Darstellung; Tabelle; Mathematische Bildung; Didaktische Sequenzierung; Lernsequenz
Abstract	Learning mathematical thinking and reasoning is a main goal in mathematical education. Instructional tasks have an important role in fostering this learning. We introduce a learning sequence to approach the topic of integrals in secondary education to support students mathematical reasoning while participating in collaborative dialogue about the integral-as-accumulation-function. This is based on the notion of accumulation in general and the notion of accumulative distance function in particular. Through a case-study methodology we investigate how this approach elicits 11th grade students' mathematical thinking and reasoning. The results show that the integral-as-accumulation-function has potential, since the notions of accumulation and accumulative function can provide a strong intuition for mathematical reasoning and engage students in mathematical dialogue. Implications of these results for task design and further research are discussed. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01