Sea levels aren’t just rising. They’re rising FASTER.
Yet how do students come to make sense of variation in change? How do “increasing” increases become things for students?
In a March 2018 episode of the Math Ed Podcast, I talked with Sam Otten (@ottensam) about an article I co-authored with Evan McClintock. I share results of the study and offer insights into our research process.
We found that students who discerned variation in increases also reasoned about attributes as being capable of varying and possible to measure.
Students’ willingness to share their thinking is key to our research. Learn how we position students as experts when conducting math interviews.
Our article is available open access:
Johnson, H. L & McClintock, E. (2018). A link between students’ discernment of variation in unidirectional change and their use of quantitative variational reasoning. Educational Studies in Mathematics. 97(3), 299-316. doi: 10.1007/s10649-017-9799-7
I also talked about this article in an earlier blog post: