An Exponential Growth Learning Trajectory: Students' Emerging Understanding of Exponential Growth through Covariation

Autor/inn/en	Ellis, Amy B.; Ozgur, Zekiye; Kulow, Torrey; Dogan, Muhammed F.; Amidon, Joel
Titel	An Exponential Growth Learning Trajectory: Students' Emerging Understanding of Exponential Growth through Covariation
Quelle	In: Mathematical Thinking and Learning: An International Journal, 18 (2016) 3, S.151-181 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2016.1183090
Schlagwörter	Numbers; Mathematics; Mathematics Instruction; Middle School Students; Teaching Methods; Experiments; Mathematics Activities; Mathematical Models; Grade 8; Minority Group Students; Partnerships in Education; College School Cooperation; Data Analysis; Mathematics Achievement; Equations (Mathematics); Algebra; Qualitative Research; Comparative Analysis + Suchen Sie Ihr Suchwort? Zahlenraum; Mathematik; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Erprobung; Mathematical model; Mathematisches Modell; School year 08; 8. Schuljahr; Schuljahr 08; Hochschulpartnerschaft; Auswertung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Equations; Mathematics; Gleichungslehre; Qualitative Forschung
Abstract	This article presents an Exponential Growth Learning Trajectory (EGLT), a trajectory identifying and characterizing middle grade students' initial and developing understanding of exponential growth as a result of an instructional emphasis on covariation. The EGLT explicates students' thinking and learning over time in relation to a set of tasks and activities developed to engender a view of exponential growth as a relation between two continuously covarying quantities. Developed out of two teaching experiments with early adolescents, the EGLT identifies three major stages of students' conceptual development: prefunctional reasoning, the covariation view, and the correspondence view. The learning trajectory is presented along with three individual students' progressions through the trajectory as a way to illustrate the variation present in how the participants made sense of ideas about exponential growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01