Covariational reasoning patterns exhibited by high school students during the implementation of a hypothetical learning trajectory
Résumé
We report some evidences of an ongoing research on covariational reasoning with high school students concerned with the design and application of a Hypothetical Learning Trajectory (HLT) on problems of correlation and linear regression, as well as the role played by technology (Fathom) employed in the learning process. We observed student’s performance was slightly better when using the software in the instructional sequence, such as identifying and using the correlation strength and elaborating more refined arguments when comparing their own estimated model against the least squares line.
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