Why introductory experiments on functional relationships should be qualitative to foster covariation - Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education collection Access content directly
Conference Papers Year : 2022

Why introductory experiments on functional relationships should be qualitative to foster covariation

Susanne Digel
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  • PersonId : 1155315
Juergen Roth
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  • PersonId : 1155316

Abstract

The covariation aspect of functional thinking (FT) is difficult for students but at the same time central for the development of a concept of function. Looking at high school mathematics, covariation is not in focus. Prevalent approaches put the well accessible correspondence aspect in foreground and support this imbalance with numeric processing. Although student experiments have proven to be a beneficial introduction to functional relationships, the measurements collection could contribute to this problem. In our pre-post-test intervention study, we contrast a numerical and a qualitative introductory learning environment to functional relationships with a combination of hands-on and digital experiments. Results (N = 332) show significant increases in functional thinking in both settings, but significantly higher gains in the qualitative setting. Effects of the constraints cooperation level and school form indicate possibly relevant influential factors on this lead in line with theory.
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Dates and versions

hal-03748231 , version 1 (09-08-2022)

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  • HAL Id : hal-03748231 , version 1

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Susanne Digel, Juergen Roth. Why introductory experiments on functional relationships should be qualitative to foster covariation. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bolzano (en ligne), Italy. ⟨hal-03748231⟩

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