Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital
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| Title: | Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital |
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| Language: | English Spanish |
| Authors: | Pérez Martínez, Helen Mariel, Cuevas-Vallejo, Carlos A., Islas Ortiz, Erasmo, Orozco-Santiago, José |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2022 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Speeches/Meeting Papers Reports - Research Multilingual/Bilingual Materials |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Thinking Skills, Mathematics Instruction, High School Students, Learning Trajectories, Computer Simulation, Teaching Methods, Instructional Design, Foreign Countries, Classification, Mathematics Achievement, Algebra, Learning Activities, Vignettes, Mathematical Models |
| Geographic Terms: | Mexico |
| Abstract: | In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED630488 |
| Database: | ERIC |
| Abstract: | In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.] |
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