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Creators/Authors contains: "Germia, E."

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  1. ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N..; Strayer, J.; & Drown, S. (Ed.)
    Many studies use instructional designs that include two or more artifacts (digital manipulatives, tables, graphs) to support students’ development of reasoning about covarying quantities. While students’ forms of covariational reasoning and the designs are often the focus of these studies, the way students’ interactions and transitions between artifacts shape their actions and thinking is often neglected. By examining the transitions that students make between artifacts as they construct and reorganize their reasoning, our study aimed to justify claims made by various studies about the nature of the synergy of artifacts. In this paper, we present data from a design experiment with a pair of sixth-grade students to discuss how their transitions between artifacts provided a constructive space for them to reason about covarying quantities in graphs. 
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    Accepted Manuscript Full Text Available
  2. ; (, In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)
    Accepted Manuscript Full Text Available
  3. ; (, Proceedings of the International Conference to Review Research in Science, Technology and Mathematics Education (pp. 121-129). Homi Bhabha Centre for Science Education, TIFR, Mumbai.)
    Accepted Manuscript Full Text Available
  4. ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A.I.; null; Ruiz-Arias, P.M. (Ed.)
    In this report, we discuss five forms of reasoning about multiple quantities that sixth-grade students exhibited as they examined mathematical relationships within the context of science. Specifically, students exhibited forms of sequential, transitive, dependent, and independent multivariational reasoning as well as relational reasoning. We use data from whole-class design experiments with students to illustrate examples of each of these forms of reasoning. 
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    Accepted Manuscript Full Text Available