Opportunities for Reasoning: Digital Task Design to Promote Students' Conceptions of Graphs as Representing Relationships between Quantities

Autor/inn/en	Johnson, Heather Lynn; McClintock, Evan D.; Gardner, Amber
Titel	Opportunities for Reasoning: Digital Task Design to Promote Students' Conceptions of Graphs as Representing Relationships between Quantities
Quelle	In: Digital Experiences in Mathematics Education, 6 (2020) 3, S.340-366 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Heather Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-020-00061-9
Schlagwörter	Logical Thinking; Graphs; Computer Uses in Education; Learning Activities; Mathematics Activities; Mathematics Instruction; Secondary School Students; Concept Formation; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Grafische Darstellung; Computernutzung; Lernaktivität; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Concept learning; Begriffsbildung
Abstract	We posit a dual approach to digital task design: to engineer opportunities for students to conceive of graphs as representing relationships between quantities and to foreground students' reasoning and exploration, rather than their answer-finding. Locally integrating Ference Marton's variation theory and Patrick Thompson's theory of quantitative reasoning, we designed digital task sequences, in which students were to create different graphs linked to the same video animations. We report results of a qualitative study of thirteen secondary students (aged 15-17), who participated in digital, task-based, individual interviews. We investigated two questions: (1) How do students conceive of what graphs represent when engaging with digital task sequences? (2) How do student conceptions of graphs shift when working within and across digital task sequences? Two conceptions were particularly stable -- relationships between quantities and literal motion of an object. When students demonstrated conceptions of graphs as representing change in a single quantity, they shifted to conceptions of relationships between quantities. We explain how a critical aspect: What graphs should represent, intertwined with students' graph-sketching. Finally, we discuss implications for digital task design to promote students' conceptions of mathematical representations, such as graphs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01