Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?/Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?

Tanışlı, Dilek; Kalkan, Deniz Bike

doi:10.15516/cje.v20i4.2746

Cited by 4 publications

(1 citation statement)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, a student could focus on slope as the angle of inclination of a line or as the uniform difference quotient in ordered pairs in a table of values for a linear function without seeing that the two are connected. Students frequently develop meanings for slope that are isolated (Dolores-Flores et al, 2019) and struggle to work with different representations of slope (Adu-Gyamfi & Bossé, 2014;Tanışlı & Bike Kalkan, 2018). Although there are multiple ways to consider slope, a prevalence in thinking of slope as a ratio has been reported (Nagle et al, 2013;Stump, 1999).…”

Section: Slopementioning

confidence: 99%

A Study of Slope Explanations across a Standards-Based Textbook Series

Nagle

Moore‐Russo

Fisher³

2022

IJMTL

View full text Add to dashboard Cite

This study analyses a standards-based textbook series to investigate how slope is presented across seven sequential textbooks in a secondary mathematics curriculum. Analysis of the expository content across the textbooks shows that slope is covered in all seven books, is frequently described as a Constant Parameter or Ratio, is frequently used in real world contexts, and is often described alongside covariational language of how inputs and outputs change in relation to one another. Results indicate that Determining Property and Steepness components of slope are less prevalent and disproportionately unlikely to be accompanied by covariational language and applications compared with the other slope components. Although many consistencies were found across the textbook series, differences in emphases from one textbook to another are also discussed and connected to the recommendation that future work around slope investigate its development across the secondary curriculum. Results are discussed relative to students’ preparation for specific calculus topics that build on prior knowledge of slope. Implications for both teachers and researchers are provided.

show abstract

Section: Slopementioning

confidence: 99%

A Study of Slope Explanations across a Standards-Based Textbook Series

Nagle

Moore‐Russo

Fisher³

2022

IJMTL

View full text Add to dashboard Cite

show abstract

Creencias matemáticas y creencias sobre las conexiones matemáticas de futuros profesores mexicanos

García-García,

Salgado-Beltrán

2024

Bolema

View full text Add to dashboard Cite

Resumen La presente investigación plantea como objetivo identificar las creencias matemáticas y las creencias sobre las conexiones matemáticas que profesan un grupo de futuros profesores mexicanos. Entre otras razones, porque es un primer paso para diseñar cursos de desarrollo profesional que promuevan el cambio de creencias. El estudio es cualitativo y adopta un marco conceptual. Los datos fueron colectados usando un cuestionario de respuestas abiertas, utilizando un formulario de Google que se analizaron a través del análisis temático. Participaron doce futuros profesores mexicanos (ocho hombres y cuatro mujeres) de octavo semestre de la licenciatura en matemáticas de una Universidad Autónoma ubicada al sur de México. Los resultados indican una variedad de creencias matemáticas y creencias sobre las conexiones matemáticas que profesan los futuros profesores. Además, estas creencias forman un sistema, lo cual nos permitió identificar así la relación entre ellas.

show abstract

High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions

Nuñez-Gutierrez,

Rodríguez-Nieto,

Correa-Sandoval

et al. 2025

INT ELECT J MATH ED

View full text Add to dashboard Cite

The variational thinking of high school students based on mathematical connections was analyzed through a laboratory on linear functions. This qualitative research based on design was developed in three phases: diagnostic test, implementation of the mathematics laboratory and final test, with students from a public institution in Barranquilla, Colombia. The diagnostic test revealed difficulties in the concept of linear function and the modelling of situations. Therefore, a laboratory was implemented with eight activities focused on the concept of linear function, variation situations, generalization and conversion between different representations of the linear function (verbal, numerical, tabular, graphical, and algebraic). The results showed a significant advance in the variational thinking of the students, who managed to establish connections between different representations, procedural, metaphorical and better understand the meanings of the linear function. Also, the type of mathematical tasks used promote mathematical connections and variational thinking about the linear function and applications.

show abstract

Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?/Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?

Cited by 4 publications

References 14 publications

A Study of Slope Explanations across a Standards-Based Textbook Series

A Study of Slope Explanations across a Standards-Based Textbook Series

Creencias matemáticas y creencias sobre las conexiones matemáticas de futuros profesores mexicanos

High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions

Contact Info

Product

Resources

About