Background/purpose. One of the current problems facing mathematics students, graduates in mathematics, and engineering is the disconnection between the meanings, symbolic representations, and graphics of derivatives when solving problems, which hinders their understanding. This article analyzes engineering students' understanding activated by…

This study investigates undergraduate STEM students' interpretation of quantities and quantitative relationships on graphical representations in biology (population growth) and chemistry (titration) contexts. Interviews (n = 15) were conducted to explore the interplay between students' covariational reasoning skills and their use of disciplinary…

In the context of scholarly and scientific discourse, students often have to deal with graphic-visual modes of communication, which requires their ability to comprehend and utilize inscriptions, that is, scientific visual representations, to convey information effectively--what we call graphical literacy. Despite its pivotal role for training…

Online learning has been greatly widespread since the explosion of COVID-19. However, due to the lack of interaction between teachers and students in online courses, it is very difficult for students to focus on course content and complete the learning. Therefore, we developed a novel intelligent multilevel knowledge graph to help students quickly…

This study applies human-centered design principles and involves end users in creating a usable knowledge graph. The aim was to explore the potential advantages of capturing and presenting networked knowledge in a domain for information discovery and decision-making purposes. The case taken for the research is the interdisciplinary Ph.D. program…

Variation and variability are key concepts in K-16 statistics education. Prior research has investigated students' reasoning about variability in different contexts. However, there is a lack of research on students' development of understanding of variability when comparing distributions in bar graphs, dot plots, and histograms as they took an…

Interpreting statistical graphs and making inferences based on the graphs are a precursor for formal statistical inferences. To support student inferences, both teachers and future teachers should have adequate knowledge regarding students' thinking on graphs as well as their potential misinterpretations and difficulties in interpreting graphs. In…

The aim of this study is to question freshmen's conceptual knowledge on function. In this context, after the teaching of the function, students' skills of defining the concept of function, interpreting the definition and multirepresentation for the function were examined. In the study, qualitative research approach was adopted and was an example…

This article describes the implementation of an activity with a Predict-Observe-Explain (POE) learning cycle to teach the concepts of velocity and acceleration to physics students aged 17-19. The study indicates how the instructor enacted the activity and provides sample student responses and group discussions. The description includes an example…

This paper reports the results of the experimentation of a didactic engineering for the treatment of the sense of variation of functions with pre-university students. The theoretical references of the investigation are grounded in the theory of didactic situations and the methodological elements in the didactic engineering, the use of…

In this work, we discuss the importance of underlying theoretical assumptions in research, focusing on the conclusions reached when analyzing data from a misconceptions constructivist (stable, unitary) perspective in contrast to a fine-grained constructivist (resources, knowledge-in-pieces) perspective. Both frameworks are rooted in the idea that…

This study investigated preservice secondary mathematics teachers' difficulties with and understanding of graphs of two-variable inequalities with the lens of the APOS theory. The analysis showed that most teachers understood inequality graphs as actions, at best, and used informal rules to construct graphs. They also had difficulty justifying…

To teach adaptively, teachers should be able to take the students' level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students' perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students' knowledge, such as when estimating…

Due to the increased role of statistics in current curriculum standards, there is at present a call for attention to secondary teachers' knowledge for teaching statistics in teacher education. This article reports the results of a study that answered this call by addressing mathematics teachers' knowledge for teaching graphing of bivariate…

Students' graph comprehension may be affected by the background of the students who are the readers or interpreters of the graph, their knowledge of the context in which the graph is set, and the inferential processes required by the graph operation. This research study investigated these aspects of graph comprehension for 152 first year…