Correspondence and Covariation: Quantities Changing Together [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Ellis, Amy B.; Ozgur, Zekiye; Kulow, Torrey; Dogan, Muhammed Faith; Williams, Caroline; Amidon, Joel
Titel	Correspondence and Covariation: Quantities Changing Together [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Cognitive Processes; Mathematical Logic; Comprehension; Algebra; Middle School Students; Grade 8; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Mathematical logics; Mathematische Logik; Verstehen; Verständnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Exponential functions are important topic in school algebra and in higher mathematics, but research on students' thinking suggests that understanding exponential growth remains an instructional challenge. This paper reports the results of a small-scale teaching experiment with students who explored exponential functions in the context of two continuously covarying quantities, height and time. We present two major conceptual paths that occurred in the development of an understanding of exponential growth, the covariation view and the correspondence view, and discuss the influence of each perspective on the growth of students' understanding. [For the complete proceedings, see ED584443.] (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	2020/1/01