Covariational Reasoning Patterns of High School Students in Problems of Correlation and Linear Regression = Patrones de razonamiento covariacional de estudiantes de bachillerato en problemas de correlacion y regresión lineal [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Medina, Miguel; Silvestre, Eleazar
Titel	Covariational Reasoning Patterns of High School Students in Problems of Correlation and Linear Regression = Patrones de razonamiento covariacional de estudiantes de bachillerato en problemas de correlacion y regresión lineal [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Thinking Skills; Mathematical Concepts; Cognitive Processes; Problem Solving; Foreign Countries; Correlation; Regression (Statistics); Mexico + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Problemlösen; Ausland; Korrelation; Regression; Regressionsanalyse; Mexiko
Abstract	The topics of correlation and linear regression constitute a complex and subtle system of statistical and mathematical ideas whose teaching-learning raises numerous practical and theoretical problems. In this research paper, the patterns of reasoning that students exhibit, under the approach of informal inferences when they face problems of correlation and regression line are identified. To achieve this, activities were implemented in two stages: in the first stage, two problems (one of estimation and other of best-fit line) were applied to be solved using pencil and paper; the second stage incorporates the use of the Fathom software. [For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01