Extending the covariation framework: Connecting covariational reasoning to students’ interpretation of rate of change

Yu, Franklin

doi:10.1016/j.jmathb.2023.101122

Cited by 1 publication

(1 citation statement)

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“…Much research is qualitative in the analysis of covariational reasoning since each student conceives and represents dynamic events at different levels. Most of these works give priority to this kind of analysis when dealing with higher level concepts, such as limits, derivatives, and integrals (Bagossi, 2023;Carlson et al, 2001;Confrey & Smith, 1995;Mkhatshwa, 2023); other works approach, where covariation acquires a first rigor with the definition of variables, proportionality and change (Ellis et al, 2020;Hitt & González-Martín, 2015;Johnson, 2015b;Panorkou & Germia, 2021;Passaro, 2009;Yu, 2024).…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of spontaneous representations of covariational reasoning in middle school students

García-Teutli,

Juárez-López

2024

INT ELECT J MATH ED

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Although student covariation reasoning has been explored in depth to improve understanding of the correspondence between variables, research has focused on studying existing reasoning about variables in Cartesian representations. The working method had a qualitative approach, with a descriptive exploratory scope, the spontaneous representations that the participants evidenced under the level of covariational reasoning of the variables present in three contextualized situations were explored, posed to a population of third-grade middle school students. The students argued with concrete and abstract drawings the general behavior of the variables. At low levels of reasoning they used pictorial representations, at higher levels they used graphical diagrams and tables. The exploratory study shows a relationship between the type of spontaneous representations and the student’s level of covariational reasoning, as well as the rigor of the description of the problem.

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