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ERIC Number: ED407230
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 48
Abstractor: N/A
Reference Count: N/A
Growth of Knowledge of Rate in Four Precalculus Students.
Hauger, Garnet Smith
Several studies have shown the difficulties students encounter in making sense of situations involving rate of change. This study concerns how students discover errors and refine their knowledge when working with rate of change. The part of the study reported here concerns the responses of four precalculus students to a task which asked them to sketch a distance-time graph showing slowing down then speeding up. These four students drew the same incorrect graph. This report is about how they discovered and corrected the error. Two general conclusions from this study are that students use a variety of resources to address rate of change, and that slope and changes over intervals are both powerful ways for precalculus students to think about rate of change. An instructional implication of this study is that calculus and precalculus teachers should provide opportunities for students to use their knowledge of slope and changes over intervals to construct knowledge of rate of change. Teachers should notice the knowledge students use to make sense of situations and help students use that knowledge to construct new mathematical knowledge. Contains 41 references. Appendices contain statements of tasks and graphs. (Author/PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A