Abstract
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) |
|---|---|
| Pages (from-to) | 1-15 |
| Number of pages | 15 |
| Journal | Canadian Journal of Science, Mathematics and Technology Education |
| DOIs | |
| State | Accepted/In press - Jul 7 2016 |
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ASJC Scopus subject areas
- Education
Cite this
On Transitions Between Representations : The Role of Contextual Reasoning in Calculus Problem Solving. / Zazkis, Dov.
In: Canadian Journal of Science, Mathematics and Technology Education, 07.07.2016, p. 1-15.Research output: Contribution to journal › Article
}
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.
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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 -