Students' Meaning-Making of Horizontal Function Translation with a Dynamic Visualization.

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Bibliographic Details
Title:	Students' Meaning-Making of Horizontal Function Translation with a Dynamic Visualization.
Authors:	Kristanto, Yosep Dwi^1,2 yosepdwikristanto@usd.ac.id, Paoletti, Teo³ teop@udel.edu, El-Kasti, Houssam⁴ houssamkasti@gmail.com, Lavicza, Zsolt¹ zsolt.lavicza@jku.at
Source:	International Journal for Technology in Mathematics Education. 2026, Vol. 33 Issue 2, p93-101. 9p.
Subject Terms:	Visualization, Cognitive development, Mathematics education, Digital learning, *Concept learning, Mathematical transformations
Abstract:	Previous studies have shown that the conceptual complexity of horizontal function translation can pose challenges for students, motivating subsequent research to propose instructional approaches that support students in developing more productive ways of thinking about this transformation. This study investigates how students can use emergent graphical shape thinking (EGST) to construct meanings for horizontal function translation when supported by a dynamic visualization. A case study approach was employed to trace the learning progression of two students as they worked through a digital task incorporating this visualization. Their progression unfolded in three phases. First, they identified a relationship between the original function and its horizontal translation, though the direction of this relationship was the reverse of what was intended. Second, in an effort to refine the relationship between the functions, they established a correspondence relationship between the inputs of the original and translated functions. Finally, they used this correspondence relationship to generalize the functional relationship that characterizes a horizontal translation. How EGST and the dynamic visualization supported this meaningmaking are subsequently discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Previous studies have shown that the conceptual complexity of horizontal function translation can pose challenges for students, motivating subsequent research to propose instructional approaches that support students in developing more productive ways of thinking about this transformation. This study investigates how students can use emergent graphical shape thinking (EGST) to construct meanings for horizontal function translation when supported by a dynamic visualization. A case study approach was employed to trace the learning progression of two students as they worked through a digital task incorporating this visualization. Their progression unfolded in three phases. First, they identified a relationship between the original function and its horizontal translation, though the direction of this relationship was the reverse of what was intended. Second, in an effort to refine the relationship between the functions, they established a correspondence relationship between the inputs of the original and translated functions. Finally, they used this correspondence relationship to generalize the functional relationship that characterizes a horizontal translation. How EGST and the dynamic visualization supported this meaningmaking are subsequently discussed. [ABSTRACT FROM AUTHOR]
ISSN:	17442710
DOI:	10.1564/tme_v33.2.07