Developing Prospective Teachers' Covariational Reasoning through a Model Development Sequence

Autor/inn/en	Kertil, Mahmut; Erbas, Ayhan Kursat; Cetinkaya, Bulent
Titel	Developing Prospective Teachers' Covariational Reasoning through a Model Development Sequence
Quelle	In: Mathematical Thinking and Learning: An International Journal, 21 (2019) 3, S.207-233 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kertil, Mahmut) ORCID (Erbas, Ayhan Kursat) ORCID (Cetinkaya, Bulent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2019.1576001
Schlagwörter	Preservice Teachers; Student Attitudes; Middle School Mathematics; Mathematics Education; Middle School Teachers; Mathematics Teachers; Thinking Skills; Mathematical Logic; Mathematical Models; Mathematical Concepts; Elementary Education; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathematische Bildung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Denkfähigkeit; Mathematical logics; Mathematische Logik; Mathematical model; Mathematisches Modell; Elementarunterricht; Elementare Mathematik; Schulmathematik
Abstract	Forming part of a wider research study, the current study investigated prospective middle school mathematics teachers' ways of covariational reasoning on tasks involving simultaneously changing quantities. As the introductory theme of a larger unit on derivative, a model development sequence on covariational reasoning was designed and experimented with 20 participants in a mathematical modeling course offered to prospective teachers. The participants' developing abilities of covariational reasoning were documented under three categories: (i) identifying the variables, (ii) ways of coordinating the variables, and (iii) ways of quantifying the rate of change. The results revealed significant improvement in the prospective teachers' ways of identifying and coordinating the variables, and in quantifying the rate of change. Moreover, the results indicated that preference for a particular way of thinking in identifying and coordinating the variables determined the prospective teachers' way of quantifying the rate of change and thereby their level of covariational reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01