An Actor-Oriented Transfer Perspective on High School Students' Development of the Use of Procedures to Solve Problems on Rate of Change

Autor/inn/en	Roorda, Gerrit; Vos, Pauline; Goedhart, Martin J.
Titel	An Actor-Oriented Transfer Perspective on High School Students' Development of the Use of Procedures to Solve Problems on Rate of Change
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 4, S.863-889 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9501-1
Schlagwörter	High School Students; Problem Solving; Secondary School Mathematics; Calculus; Mathematics Skills; Longitudinal Studies; Learning Processes; Observation; Interviews + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article reports on a longitudinal observation study about students' development in their use of procedures to calculate instantaneous rate of change. Different procedures for solving tasks on rate of change are taught in mathematics and physics classes, and together they form a repertoire. Our study took an actor-oriented perspective, which we operationalized as a search for students' personal constructions of relationships between (1) learning from mathematics and physics classes and (2) interview tasks. We followed 10 students for 2 years (from grade 10 to 12), during which we administered 4 task-based interviews. We analyzed the breadth and connectedness of students' repertoire of procedures and report on the long-term development thereof. We conclude that often procedures are not part of students' repertoire shortly after the first introduction of this procedure in class. Students need time to acquire single procedures, and much more time to develop a broad and connected repertoire. In the development of their repertoire, there are major differences between students. From an actor-oriented perspective, many personal constructions are visible between learning and interview tasks. Students often use procedures that differ from procedures that are most appropriate from an expert's perspective. We also observed from an actor-oriented perspective that words such as velocity, steepness, or slope act as bridge for creating relationships between situations and procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01