Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital

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  • Additional Information
    • Availability:
      North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: [email protected]; Web site: http://www.pmena.org/
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      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
    • Subject 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.]
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      ED630488