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Interpreting average rate of change in context
Syracuse University, USA.
Syracuse University, USA.
Syracuse University, USA.
2012 (English)In: Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education / [ed] L. R. Van Zoest, J.-J. Lo, & J. L. Kratky, Western Michigan University , 2012, 965-968 p.Conference paper, Published paper (Refereed)
Abstract [en]

This paper draws on a models and modeling perspective to investigate students’ abilities to describe and interpret non-constant average rates of change in the context of exponential decay. The results show that about half of the students could describe the behavior of the function and its rate of change, with more than half of those also referring to the problem context. Two themes in the students’ responses are discussed: describing the context as a way of describing the function, and difficulties related to the use of language in describing changing phenomena.

Place, publisher, year, edition, pages
Western Michigan University , 2012. 965-968 p.
Keyword [en]
Advanced Mathematical Thinking; Modeling
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-105231ISBN: 978-0-615-69792-5 (print)OAI: oai:DiVA.org:liu-105231DiVA: diva2:705020
Conference
34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012), Kalamazoo, Michigan, USA, November 1–4, 2012
Available from: 2014-03-13 Created: 2014-03-13 Last updated: 2014-03-24Bibliographically approved

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Bergman Ärlebäck, Jonas

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  • apa
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  • nn-NB
  • sv-SE
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Output format
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