The paper analyses the developing discourse of high school students on transitions between different representations of linear and quadratic functions. Using a commognitive perspective, we conducted an exploratory study on how routines and sense-making could support students in recognizing different visual mediators as possible realizations of the same function. Results support the hypothesis that fostering students’ production of narratives on multiple visual mediators could provide an important entry point to mathematical discourse.
A developing discourse on transitions between different realizations of the same function.
Elisa Miragliotta
2022-01-01
Abstract
The paper analyses the developing discourse of high school students on transitions between different representations of linear and quadratic functions. Using a commognitive perspective, we conducted an exploratory study on how routines and sense-making could support students in recognizing different visual mediators as possible realizations of the same function. Results support the hypothesis that fostering students’ production of narratives on multiple visual mediators could provide an important entry point to mathematical discourse.File in questo prodotto:
Non ci sono file associati a questo prodotto.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
