Literaturnachweis - Detailanzeige
| Autor/inn/en | Cook, John Paul; Dawkins, Paul; Reed, Zackery |
|---|---|
| Titel | Explicating Interpretations of Equivalence in Measurement Contexts |
| Quelle | In: For the Learning of Mathematics, 41 (2021) 3, S.36-41 (6 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0228-0671 |
| Schlagwörter | Equations (Mathematics); Mathematical Concepts; Measurement; Concept Formation; Symbols (Mathematics); Undergraduate Students; College Mathematics; Mathematics Instruction; Algebra; Mathematical Logic |
| Abstract | In this paper we analyze common solutions that students often produce to isomorphic tasks involving proportional situations. We highlight some key distinctions across the tasks and between the different equations students write within each task to help elaborate the different interpretations of equivalence at play: numerical, transformational, and descriptive. We use this opportunity to further explore the value of operationalizing these interpretations in both research and instruction. (As Provided). |
| Anmerkungen | FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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