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Peer reviewedNemirovsky, Ricardo – Journal of Mathematical Behavior, 1994
Presents a case study of how one 11th-grader learned the meaning of the velocity sign. Her learning was not just an acknowledgment of a rule but also a broad questioning and revision of her thinking about graphs and motion. (16 references) (Author/MKR)
Descriptors: Case Studies, Cognitive Processes, Grade 11, Graphs
