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ERIC Number: EJ1104995
Record Type: Journal
Publication Date: 2016
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-6065
An Exponential Growth Learning Trajectory: Students' Emerging Understanding of Exponential Growth through Covariation
Ellis, Amy B.; Ozgur, Zekiye; Kulow, Torrey; Dogan, Muhammed F.; Amidon, Joel
Mathematical Thinking and Learning: An International Journal, v18 n3 p151-181 2016
This article presents an Exponential Growth Learning Trajectory (EGLT), a trajectory identifying and characterizing middle grade students' initial and developing understanding of exponential growth as a result of an instructional emphasis on covariation. The EGLT explicates students' thinking and learning over time in relation to a set of tasks and activities developed to engender a view of exponential growth as a relation between two continuously covarying quantities. Developed out of two teaching experiments with early adolescents, the EGLT identifies three major stages of students' conceptual development: prefunctional reasoning, the covariation view, and the correspondence view. The learning trajectory is presented along with three individual students' progressions through the trajectory as a way to illustrate the variation present in how the participants made sense of ideas about exponential growth.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: REC0952415