TY - JOUR
T1 - On Transitions Between Representations
T2 - The Role of Contextual Reasoning in Calculus Problem Solving
AU - Zazkis, Dov
PY - 2016/7/7
Y1 - 2016/7/7
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.
UR - http://www.scopus.com/inward/record.url?scp=84979074005&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84979074005&partnerID=8YFLogxK
U2 - 10.1080/14926156.2016.1190042
DO - 10.1080/14926156.2016.1190042
M3 - Article
AN - SCOPUS:84979074005
SP - 1
EP - 15
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
SN - 1492-6156
ER -