Developing prospective teachers' covariational reasoning through a model development sequence

Forming part of a wider research study, the current study investigated prospective middle school mathematics teachers' ways of covariational reasoning on tasks involving simultaneously changing quantities. As the introductory theme of a larger unit on derivative, a model development sequence on...

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Bibliographic Details
Published in:Mathematical thinking and learning 2019-07, Vol.21 (3), p.207-233
Main Authors: Kertil, Mahmut, Erbas, Ayhan Kursat, Cetinkaya, Bulent
Format: Article
Language:English
Subjects:
Covariational reasoning
Elementary Education
Elementary School Mathematics
Mathematical Concepts
Mathematical Logic
mathematical modeling
Mathematical Models
Mathematics Education
Mathematics Teachers
Middle School Mathematics
Middle School Teachers
Preservice Teachers
prospective mathematics teachers
quantitative reasoning
rate of change
Reasoning
Student Attitudes
Thinking Skills
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Summary:Forming part of a wider research study, the current study investigated prospective middle school mathematics teachers' ways of covariational reasoning on tasks involving simultaneously changing quantities. As the introductory theme of a larger unit on derivative, a model development sequence on covariational reasoning was designed and experimented with 20 participants in a mathematical modeling course offered to prospective teachers. The participants' developing abilities of covariational reasoning were documented under three categories: (i) identifying the variables, (ii) ways of coordinating the variables, and (iii) ways of quantifying the rate of change. The results revealed significant improvement in the prospective teachers' ways of identifying and coordinating the variables, and in quantifying the rate of change. Moreover, the results indicated that preference for a particular way of thinking in identifying and coordinating the variables determined the prospective teachers' way of quantifying the rate of change and thereby their level of covariational reasoning.
ISSN:1098-6065
1532-7833
DOI:10.1080/10986065.2019.1576001