Leveraging difference to promote students’ conceptions of graphs as representing relationships between quantities
Résumé
By creating different Cartesian graphs to represent the same relationship between quantities, students can expand their conceptions of what graphs represent. Interweaving Marton’s variation theory and Thompson’s theory of quantitative reasoning, we designed digital task sequences to
promote students’ conceptions of graphs as representing relationships between quantities. In the tasks, which link animations and dynamic graphs, students created different graphs to represent the same relationship between quantities. We report results of a qualitative study (n=13) investigating
secondary students’ interactions with the digital tasks in an individual interview setting. We found that the digital tasks were viable for promoting students’ creation of graphs to represent relationships between quantities. Our findings have implications for task design. Namely, students should have opportunities to create different graphs to represent the same relationship between quantities.
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TWG24_11_JohnsonMcClintockGardner_Representation_CERME11.pdf (151.91 Ko)
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