This article argues for a shift in how researchers discuss and examine students' uses and understandings of multiple representations within a calculus context. An extension of Zazkis, Dubinsky, and Dautermann's (1996) visualization/analysis framework to include contextual reasoning is proposed. Several examples that detail transitions between modes of reasoning and how these transitions inform students' reasoning in a calculus context are discussed. These examples are used to provide evidence for the usefulness of the model for unpacking student reasoning.
|Original language||English (US)|
|Number of pages||15|
|Journal||Canadian Journal of Science, Mathematics and Technology Education|
|State||Published - Oct 1 2016|
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