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Chang, Briana L.; Cromley, Jennifer G.; Tran, Nhi – International Journal of Science and Mathematics Education, 2016
Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions…
Descriptors: Calculus, Textbooks, Teaching Methods, Mathematics Instruction
Chang, Briana L.; Cromley, Jennifer G.; Tran, Nhi – Grantee Submission, 2015
Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions…
Descriptors: Calculus, Textbooks, Teaching Methods, Mathematics Instruction
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Chimhande, Tinoda; Naidoo, Ana; Stols, Gerrit – Africa Education Review, 2017
This article reports on a study of six Grade 11 learners' levels of understanding of concepts related to the function definition and representation. Task-based clinical interviews were used to elicit the learners' interpretations and reasoning when working with these function-related concepts. Indicators for Action-Process-Object-Schema (APOS)…
Descriptors: Grade 11, Mathematics Instruction, Mathematical Concepts, Case Studies
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Sokolowski, Andrzej – IAFOR Journal of Education, 2015
This study investigated the effects of applying mathematical modeling on revising students' preconception of the process of optimizing area enclosed by a string of a fixed length. A group of 28 high school pre-calculus students were immersed in modeling activity that included direct measurements, data collecting, and formulating algebraic…
Descriptors: Mathematical Models, High School Students, Calculus, Algebra
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Hara, Noriko – Journal of Educational Computing Research, 2002
Introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in computer-mediated communication. Bases FCA on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies, and proposes use of FCA combined with content analysis to analyze computer-mediated communication. (Author/LRW)
Descriptors: Computer Mediated Communication, Content Analysis, Graphs, Mathematical Concepts