Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Pérez Martínez, Helen Mariel; Cuevas-Vallejo, Carlos A.; Islas Ortiz, Erasmo; Orozco-Santiago, José
Titel	Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Mathematics Instruction; High School Students; Learning Trajectories; Computer Simulation; Teaching Methods; Instructional Design; Foreign Countries; Classification; Mathematics Achievement; Algebra; Learning Activities; Vignettes; Mathematical Models; Mexico + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Classification system; Klassifikation; Klassifikationssystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernaktivität; Mathematical model; Mathematisches Modell; Mexiko
Abstract	In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.] (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