Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Heather Lynn |
|---|---|
| Titel | Task Design for Graphs: Rethink Multiple Representations with Variation Theory |
| Quelle | In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 2, S.91-98 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Johnson, Heather Lynn) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-6065 |
| DOI | 10.1080/10986065.2020.1824056 |
| Schlagwörter | Task Analysis; Mathematics Instruction; Thinking Skills; Graphs; Teaching Methods; Mathematics Skills; Video Technology; Theories |
| Abstract | It is well known that students benefit from opportunities to interpret and create different representations (e.g., diagrams, graphs, tables, symbols) of mathematical ideas. Employing Marton's Variation theory as a lens, I argue for an expansion of the use of multiple representations in task design for graphs: Incorporate two different forms of the same type of graph to represent a relationship between variables in a situation. With this approach, designers, teachers, and researchers can engineer opportunities for students to discern, or separate, features of representation systems, such as the Cartesian coordinate system, and in turn, promote students' mathematical reasoning. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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