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Research on covariational reasoning has continued to evolve as researchers learn more about how students coordinate two (or more) quantities’ values as covarying. In this study, I examine the connection between students’ covariational reasoning and how they interpret the value of a rate of change. The findings suggest that attending to students’ quantification of a rate of change can provide insight into their covariational reasoning and how we might better support students in reasoning at higher levels. Additionally, this manuscript provides an update to the Carlson et al. (2002) Covariation Framework that includes two additional categories of student reasoning and an additional dimension that describes students’ interpretation of a rate value at each level of the framework.
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Exploring the role of disciplinary knowledge in students’ covariational reasoning during graphical interpretation
Abstract BackgroundThis study investigates undergraduate STEM students’ interpretation of quantities and quantitative relationships on graphical representations in biology (population growth) and chemistry (titration) contexts. Interviews (n = 15) were conducted to explore the interplay between students’ covariational reasoning skills and their use of disciplinary knowledge to form mental images during graphical interpretation. ResultsOur findings suggest that disciplinary knowledge plays an important role in students’ ability to interpret scientific graphs. Interviews revealed that using disciplinary knowledge to form mental images of represented quantities may enhance students’ covariational reasoning abilities, while lacking it may hinder more sophisticated covariational reasoning. Detailed descriptions of four students representing contrasting cases are analyzed, showing how mental imagery supports richer graphic sense-making. ConclusionsIn the cases examined here, students who have a deep understanding of the disciplinary concepts behind the graphs are better able to make accurate interpretations and predictions. These findings have implications for science education, as they suggest instructors should focus on helping students to develop a deep understanding of disciplinary knowledge in order to improve their ability to interpret scientific graphs.
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- Award ID(s):
- 2013427
- PAR ID:
- 10523689
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- International Journal of STEM Education
- Volume:
- 11
- Issue:
- 1
- ISSN:
- 2196-7822
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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