Using the TIMSS curriculum model to develop a framework for coherence and its role in developing mathematical connections

Peters, Adam

doi:10.1080/14794802.2024.2371026

Research in Mathematics Education

2024

DOI: 10.1080/14794802.2024.2371026

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Using the TIMSS curriculum model to develop a framework for coherence and its role in developing mathematical connections

Adam Peters

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Cited by 2 publications

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Editorial for a special issue on mathematical connections in the teaching and learning of mathematics

Murphy,

Hatisaru,

Chick

2024

Research in Mathematics Education

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Editorial for a special issue on mathematical connections in the teaching and learning of mathematics

Murphy,

Hatisaru,

Chick

2024

Research in Mathematics Education

View full text Add to dashboard Cite

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

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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.

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Using the TIMSS curriculum model to develop a framework for coherence and its role in developing mathematical connections

Cited by 2 publications

References 39 publications

Editorial for a special issue on mathematical connections in the teaching and learning of mathematics

Editorial for a special issue on mathematical connections in the teaching and learning of mathematics

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

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