Introducing Linear Functions: An Alternative Statistical Approach

Autor/inn/en	Nolan, Caroline; Herbert, Sandra
Titel	Introducing Linear Functions: An Alternative Statistical Approach
Quelle	In: Mathematics Education Research Journal, 27 (2015) 4, S.401-421 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-015-0147-x
Schlagwörter	Mathematical Concepts; Mathematical Models; Mathematics Instruction; Calculators; Computer Uses in Education; Middle School Students; Secondary School Mathematics; Comparative Analysis; Teaching Methods; Intermode Differences; Instructional Effectiveness; Achievement Gains; Statistics; Concept Teaching; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Calculator; Rechner; Rechenmaschine; Computernutzung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Statistik; Ausland; Australien
Abstract	The introduction of linear functions is the turning point where many students decide if mathematics is useful or not. This means the role of parameters and variables in linear functions could be considered to be "threshold concepts". There is recognition that linear functions can be taught in context through the exploration of linear modelling examples, but this has its limitations. Currently, statistical data is easily attainable, and graphics or computer algebra system (CAS) calculators are common in many classrooms. The use of this technology provides ease of access to different representations of linear functions as well as the ability to fit a least-squares line for real-life data. This means these calculators could support a possible alternative approach to the introduction of linear functions. This study compares the results of an end-of-topic test for two classes of Australian middle secondary students at a regional school to determine if such an alternative approach is feasible. In this study, test questions were grouped by concept and subjected to concept by concept analysis of the means of test results of the two classes. This analysis revealed that the students following the alternative approach demonstrated greater competence with non-standard questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01