View in EDS PDF Full Text

SCALING CONTINUOUS COVARIATION: SUPPORTING MIDDLE SCHOOL STUDENTS' ALGEBRAIC REASONING.

Saved in:
Bibliographic Details
Title: SCALING CONTINUOUS COVARIATION: SUPPORTING MIDDLE SCHOOL STUDENTS' ALGEBRAIC REASONING.
Authors: Ellis, Amy1 amyellis@uga.edu, Singleton, Brandon1 bksingleton@uga.edu, Ely, Rob2 ely@uidaho.edu, Tasova, Halil Ibrahim1 halil.tasova25@uga.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 11/15/2018, p147-154. 8p.
Subject Terms: *Middle school students, *Algebra, *Cognition, *Elementary schools, *Reasoning
Abstract: Middle school is a critical time when students begin formal study of functional relationships in algebra. However, many students struggle in understanding functions as relationships between quantities that change according to a dependency relationship. We report on the influence of Scaling Continuous Covariation in fostering productive ideas about graphical relationships and rates of change. Scaling Continuous Covariation entails the ability to imagine a re-scaling to any increment for x and coordinate that scaling with associated values for y. We present findings from two students, one who reasoned with Scaling Continuous Covariation and one who did not, and report on how Scaling Continuous Covariation supported students' reasoning in three ways: (a) sense making about graphs, (b) forming constant rates of change, and (c) understanding constantly-changing rates of change. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 133248532
AccessLevel: 6
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: SCALING CONTINUOUS COVARIATION: SUPPORTING MIDDLE SCHOOL STUDENTS' ALGEBRAIC REASONING.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ellis%2C+Amy%22">Ellis, Amy</searchLink><relatesTo>1</relatesTo><i> amyellis@uga.edu</i><br /><searchLink fieldCode="AR" term="%22Singleton%2C+Brandon%22">Singleton, Brandon</searchLink><relatesTo>1</relatesTo><i> bksingleton@uga.edu</i><br /><searchLink fieldCode="AR" term="%22Ely%2C+Rob%22">Ely, Rob</searchLink><relatesTo>2</relatesTo><i> ely@uidaho.edu</i><br /><searchLink fieldCode="AR" term="%22Tasova%2C+Halil+Ibrahim%22">Tasova, Halil Ibrahim</searchLink><relatesTo>1</relatesTo><i> halil.tasova25@uga.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 11/15/2018, p147-154. 8p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Middle school is a critical time when students begin formal study of functional relationships in algebra. However, many students struggle in understanding functions as relationships between quantities that change according to a dependency relationship. We report on the influence of Scaling Continuous Covariation in fostering productive ideas about graphical relationships and rates of change. Scaling Continuous Covariation entails the ability to imagine a re-scaling to any increment for x and coordinate that scaling with associated values for y. We present findings from two students, one who reasoned with Scaling Continuous Covariation and one who did not, and report on how Scaling Continuous Covariation supported students' reasoning in three ways: (a) sense making about graphs, (b) forming constant rates of change, and (c) understanding constantly-changing rates of change. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=133248532
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 147
    Subjects:
      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Reasoning
        Type: general
    Titles:
      – TitleFull: SCALING CONTINUOUS COVARIATION: SUPPORTING MIDDLE SCHOOL STUDENTS' ALGEBRAIC REASONING.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ellis, Amy
      – PersonEntity:
          Name:
            NameFull: Singleton, Brandon
      – PersonEntity:
          Name:
            NameFull: Ely, Rob
      – PersonEntity:
          Name:
            NameFull: Tasova, Halil Ibrahim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 15
              M: 11
              Text: 11/15/2018
              Type: published
              Y: 2018
          Titles:
            – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America
              Type: main
ResultId 1