Document Type

Conference Proceeding

Publication Date

2015

Abstract

Covariational reasoning is essential for secondary students, yet little is known about its development. Reporting on a study with five ninth grade students (~15 years old), this research documents a student‘s shift from variational to covariational reasoning. Recommendations for task design include: (1) Incorporate dynamic representations that can provide students‘ opportunities to attend to multiple changing quantities. (2) Include nontemporal quantities from the same measure spaces. (3) Provide students engaging in variational reasoning opportunities to interact with students engaging in covariational reasoning when making sense of task situations.

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