Reversal Theory to Understand Students' Difficulties with Graphs in Mathematics

Autor/inn/en	Andrà, Chiara; Bernardi, Giulia
Titel	Reversal Theory to Understand Students' Difficulties with Graphs in Mathematics
Quelle	In: For the Learning of Mathematics, 40 (2020) 3, S.25-30 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Difficulty Level; Mathematics Instruction; Graphs; Teacher Student Relationship; Teaching Methods; Teacher Role; Blended Learning; Student Motivation; Behavior Theories; Secondary School Students; Mathematics Teachers; Grade 11 + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Schulische Motivation; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Results in Mathematics Education, from different theoretical perspectives, highlight students' difficulties with graphs, both in interpreting given ones and in producing their own graphs. In this paper, we take an affective lens to understand both a student's relationship with mathematical graphs and a teacher's role when a task with a graph is assigned. The episode under analysis has many sources of interest for us, since it allows us to reflect on various features of blended learning formats; it involves the use of formulas and graphs; and the teacher-students' relationship unfolds as a relation among varying motivational states. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01