Abstract
In this study, we investigated whether teaching graphing formulas by hand could promote students’ symbol sense. During five lessons of 90 minutes, 21 grade-12 students worked on graphing tasks. To assess the effects of this intervention, nine months later, a symbol-sense test was administered to these students and to a control group of 93 students. Six students from the treatment group, who thought aloud during the test, showed their graphing-formulas symbol sense, but also some transfer, i.e., using symbol sense when solving algebraic problems, like taking a global view, switching of representation, and qualitative reasoning. The treatment group used more symbol-sense and scored significantly higher on the test than the control group. The results suggest that graphing formulas might be a means to teach symbol sense.
Original language | English |
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Title of host publication | Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 |
Editors | Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale |
Publisher | Psychology of Mathematics Education (PME) |
Pages | 488-495 |
Number of pages | 8 |
ISBN (Print) | 9780639821528 |
Publication status | Published - 2019 |
Event | 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 - Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019 |
Publication series
Name | Proceedings of the International Group for the Psychology of Mathematics Education |
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Volume | 2 |
ISSN (Print) | 0771-100X |
ISSN (Electronic) | 2790-3648 |
Conference
Conference | 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 |
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Country/Territory | South Africa |
City | Pretoria |
Period | 7/07/19 → 12/07/19 |
Bibliographical note
Publisher Copyright:© 2019 left to authors All rights reserved.