Factors involved in linking representations of functions

Even, Ruhama

doi:10.1016/s0732-3123(99)80063-7

Cited by 184 publications

(121 citation statements)

References 5 publications

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“…In the literature on this topic, studies located which identify misconceptions or for removal or examine students' situation regarding the current concept (Shipstone et.al., 1988;Sönmez, Geban, & Ertepınar, 2001;. Ability to switch between representation types is qualified learning indicator (Even, 1998), this study is expected to be significant contribution to our national literature. The aim of this study was to reveal the 6th, 7th and 8th students' ability of making transitions between text, picture, table and graphic representations related to the electricity.…”

Section: Extended Abstract Introductionmentioning

confidence: 80%

“…Fakat Prain ve Waldrip (2006)'nın belirttiği gibi, öğrencilerin bilimsel kavramlara ilişkin çok sayıda ve çoklu gösterimleri tanımaları, bu modları, bilimsel bilginin doğasını öğrenmenin bir parçası olarak anlamaları, dönüştürebilmeleri ve birleştirebilmeleri/çoklu kullanabilmeleri gerekmektedir. Bu durum farklı araştırmacılar tarafından da vurgulanmıştır (Ainsworth, 1999;Duval, 2002;Even, 1998). Bu bağlamda da, öğrencilerin gösterimler arasındaki geçişleri dönüştürüp dönüştüremediklerini anlamanın, gösterimlerin performansını ölçmekten daha önemli olduğu ve konuyu öğrencilere aktaracak olan öğretmenlerin de gösterimlere ilişkin bilgiye sahip olması gerektiği literatürde belirtilmektedir (Ainsworth, 1999).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Bu çalışmada, altıncı, yedinci ve sekizinci sınıf öğrencilerinin elektrik konusuna ilişkin metin, resim, tablo ve grafik gösterim türleri arasında geçiş yapabilme durumlarını ortaya çıkarmak amaçlanmıştır. Gösterim türleri arası geçiş yapabilme nitelikli öğrenmenin göstergesi olduğundan (Even, 1998) çalışmanın Türk eğitim sisteminde önemli katkılarının/yansımalarının olacağı düşünülmektedir. Ayrıca, öğrencilerin çoklu sunumlar oluşturabilme/kullanabilme ve aralarında geçiş yapabilme becerilerine sahip olup olmadıklarının böyle bir çalışma ile incelenmesinin, öğretme ve ölçme-değerlendirme süreçlerinin belirlenmesi açısından önemli olacağı varsayılmaktadır.…”

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Determination of secondary school students' ability of making transitions between representations related to the

Ezberci

Kurnaz

Bayri

2015

Pegegog

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The aim of this study was to reveal secondary school students' ability of making transitions between text, picture, table and graphic representations related to the electricity. The research is a case study of the qualitative research methods. The working groups of the study were totally 100 students, including 50 from each of 6th, 7th and 8th students, studying at a secondary school in the 2012-2013 academic year. To determine the students' status of transitions in representations, a measurement tool relating to the subject of electricity was developed by researches. The measurement consists open-ended questions which questioned transitions representations (text, images, tables and graphics) with each other. Document analysis method was used in data analysis. In this context, determining specific criteria, established codes in accordance with the given answers by the students and the questions was evaluated in certain dimensions. Consequently, students were found to be inadequate to present transitions in representations in electricity. When the results are evaluated, it was suggested that during the teaching of electricity topic, teaching practices to draw attention to transition between different representations and in measurement-assessment processes, the questions reflecting the transition between different representations should be given; regulation the assessment questions in textbooks in this direction is recommended.

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Section: Extended Abstract Introductionmentioning

confidence: 80%

Section: Tartışma Sonuç Ve öNerilerunclassified

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Determination of secondary school students' ability of making transitions between representations related to the

Ezberci

Kurnaz

Bayri

2015

Pegegog

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“…In recognizing IGFs one has to have a picture of the function as an entity. In the literature this perspective of the function, seeing the function as a whole, is also addressed as the object or global perspective (Confrey & Smith, 1995;Even, 1998;Gray & Tall, 1994;Oehrtman et al, 2008;Sfard, 1991). There is also another perspective of the function, namely, to see a function as an input-output machine.…”

Section: Global and Local Perspectivesmentioning

confidence: 99%

“…These attributes can be considered the global growth properties of Slavit's classification of function properties (Slavit, 1997). Starting with these global properties is considered to be more efficient in graphing formulas than using local properties (Even, 1998;Slavit, 1997).…”

Section: Global Properties In Graphing Formulasmentioning

confidence: 99%

Graphing formulas: Unraveling experts’ recognition processes

Kop

Janssen

Drijvers

et al. 2017

The Journal of Mathematical Behavior

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a b s t r a c tAn instantly graphable formula (IGF) is a formula that a person can instantly visualize using a graph. These IGFs are personal and serve as building blocks for graphing formulas by hand. The questions addressed in this paper are what experts' repertoires of IGFs are and what experts attend to while recognizing these formulas. Three tasks were designed and administered to five experts. The data analysis, which was based on Barsalou and Schwarz and Hershkowitz, showed that experts' repertoires of IGFs could be described using function families that reflect the basic functions in secondary school curricula and revealed that experts' recognition could be described in terms of prototype, attribute, and part-whole reasoning. We give suggestions for teaching graphing formulas to students.

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