Investigating Years 7 to 12 Students' Knowledge of Linear Relationships through Different Contexts and Representations

Autor/inn/en	Wilkie, Karina J.; Ayalon, Michal
Titel	Investigating Years 7 to 12 Students' Knowledge of Linear Relationships through Different Contexts and Representations
Quelle	In: Mathematics Education Research Journal, 30 (2018) 4, S.499-523 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-018-0236-8
Schlagwörter	Foreign Countries; Secondary School Students; Secondary School Mathematics; Algebra; Knowledge Level; Thinking Skills; Geometric Concepts; Australia + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Wissensbasis; Denkfähigkeit; Elementare Geometrie; Australien
Abstract	A foundational component of developing algebraic thinking for meaningful calculus learning is the idea of "function" that focuses on the relationship between varying quantities. Students have demonstrated widespread difficulties in learning calculus, particularly interpreting and modeling dynamic events, when they have a poor understanding of relationships between variables. Yet, there are differing views on how to develop students' functional thinking over time. In the Australian curriculum context, linear relationships are introduced to lower secondary students with content that reflects a hybrid of traditional and reform algebra pedagogy. This article discusses an investigation into Australian secondary students' understanding of linear functional relationships from Years 7 to 12 (approximately 12 to 18 years old; n = 215) in their approaches to three tasks (finding rate of change, pattern generalisation and interpretation of gradient) involving four different representations (table, geometric growing pattern, equation and graph). From the findings, it appears that these students' knowledge of linear functions remains context-specific rather than becoming connected over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01