Embodying Covariation through Collaborative Instrumentation [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	York, Toni; Greenstein, Steven; Akuom, Denish
Titel	Embodying Covariation through Collaborative Instrumentation [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), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Graphs; Thinking Skills; Difficulty Level; Learning Processes; Teaching Methods; Task Analysis; Cooperative Learning; Algebra; Middle School Students; Design; Video Technology + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Denkfähigkeit; Schwierigkeitsgrad; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Covariational reasoning and the creation and interpretation of graphs of covariational situations are important skills in math and science. Unfortunately, research shows that students often struggle to make meaningful connections between graphs and the covariational situations they represent. Educational activities designed to help students overcome this struggle tend to use either student-generated or automatically-generated graphs, and have students either act out covariational situations or more passively observe them. In this paper, we present the design of a tool and task that enabled two students to simultaneously embody both the creation of a graph and the covariational actions that the graph represents. Through a process of collaborative instrumentation, the students made meaningful connections between their motions and the embodied traces they created as they reasoned about the covarying quantities of height and time. [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