Inhaltszusammenfassung

Introducing functional relationships with experiments has proven to be beneficial for functional thinking (FT). While hands-on material elicits modelling schemes, simulations open up a dynamic view. Combining both seems promising, but the question on how remains unanswered. Prevalent approaches set a numerical focus through measurement, but research on the development of a functional concept strongly suggest a rather qualitative view to foster covariational thinking. This ongoing study compar...Introducing functional relationships with experiments has proven to be beneficial for functional thinking (FT). While hands-on material elicits modelling schemes, simulations open up a dynamic view. Combining both seems promising, but the question on how remains unanswered. Prevalent approaches set a numerical focus through measurement, but research on the development of a functional concept strongly suggest a rather qualitative view to foster covariational thinking. This ongoing study compares two experimental settings (numerical vs. covariational) in a pre-post-test intervention. Preliminary analyses (N = 66) show that both settings lead to a significant increase in functional thinking, with higher gains in the covariational settings, indicating that a focus on covariation seems to be beneficial for 7th graders.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
1.21 - Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Mathematik