TY - JOUR
T1 - On Transitions Between Representations
T2 - The Role of Contextual Reasoning in Calculus Problem Solving
AU - Zazkis, Dov
N1 - Publisher Copyright:
© 2016 Ontario Institute for Studies in Education of the University of Toronto.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - 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.
AB - 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.
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U2 - 10.1080/14926156.2016.1190042
DO - 10.1080/14926156.2016.1190042
M3 - Article
AN - SCOPUS:84979074005
SN - 1492-6156
VL - 16
SP - 374
EP - 388
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
IS - 4
ER -