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Download full textFerrara, Francesca – International Group for the Psychology of Mathematics Education, 2004
Starting from a situated cognition perspective, this paper reports on the activity of 9th grade students who are interpreting the shape of a graph arising from the motion of a bouncing ball. In an unfamiliar context, informed by previous knowledge of similar experiments, the obstacle of understanding why the graph does not start from the origin is…
Descriptors: Grade 9, Cognitive Processes, Secondary School Mathematics, Mathematics Education
