Reversal theory to understand students’ difficulties with graphs in mathematics

Chiara Andrà; Giulia Bernardi

Reversal theory to understand students’ difficulties with graphs in mathematics

Chiara Andrà
, Giulia Bernardi

Department of Sustainable Development and Ecological Transition

Research output: Contribution to journal › Comment/debate

Abstract

Results in Mathematics Education, from different theoretical perspectives, highlight students’ difficulties with graphs, both in interpreting given ones and in producing their own graphs. In this paper, we take an affective lens to understand both a student’s relationship with mathematical graphs and a teacher’s role when a task with a graph is assigned. The episode under analysis has many sources of interest for us, since it allows us to reflect on various features of blended learning formats; it involves the use of formulas and graphs; and the teacher-students relationship unfolds as a relation among varying motivational states.

Original language	English
Pages (from-to)	25-30
Number of pages	6
Journal	For the Learning of Mathematics
Volume	40
Issue number	3
Publication status	Published - Nov 2020

Cite this

@article{ed55481f9e2c4fb6ba2358fadbcf7ea1,

title = "Reversal theory to understand students{\textquoteright} difficulties with graphs in mathematics",

abstract = "Results in Mathematics Education, from different theoretical perspectives, highlight students{\textquoteright} difficulties with graphs, both in interpreting given ones and in producing their own graphs. In this paper, we take an affective lens to understand both a student{\textquoteright}s relationship with mathematical graphs and a teacher{\textquoteright}s role when a task with a graph is assigned. The episode under analysis has many sources of interest for us, since it allows us to reflect on various features of blended learning formats; it involves the use of formulas and graphs; and the teacher-students relationship unfolds as a relation among varying motivational states.",

author = "Chiara Andr{\`a} and Giulia Bernardi",

note = "Funding Information: We thank the teacher, anonymised as Betsy, and the students, for welcoming us in their class during the lessons. The research has been partly funded by the Italian National Project Lauree Scientifiche 2019 and partly by Fondi di Ateneo per la Ricerca (FAR 2017) at the University of Eastern Piedmont (Italy).",

year = "2020",

month = nov,

language = "English",

volume = "40",

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journal = "For the Learning of Mathematics",

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T1 - Reversal theory to understand students’ difficulties with graphs in mathematics

AU - Andrà, Chiara

AU - Bernardi, Giulia

N1 - Funding Information: We thank the teacher, anonymised as Betsy, and the students, for welcoming us in their class during the lessons. The research has been partly funded by the Italian National Project Lauree Scientifiche 2019 and partly by Fondi di Ateneo per la Ricerca (FAR 2017) at the University of Eastern Piedmont (Italy).

PY - 2020/11

Y1 - 2020/11

N2 - Results in Mathematics Education, from different theoretical perspectives, highlight students’ difficulties with graphs, both in interpreting given ones and in producing their own graphs. In this paper, we take an affective lens to understand both a student’s relationship with mathematical graphs and a teacher’s role when a task with a graph is assigned. The episode under analysis has many sources of interest for us, since it allows us to reflect on various features of blended learning formats; it involves the use of formulas and graphs; and the teacher-students relationship unfolds as a relation among varying motivational states.

AB - Results in Mathematics Education, from different theoretical perspectives, highlight students’ difficulties with graphs, both in interpreting given ones and in producing their own graphs. In this paper, we take an affective lens to understand both a student’s relationship with mathematical graphs and a teacher’s role when a task with a graph is assigned. The episode under analysis has many sources of interest for us, since it allows us to reflect on various features of blended learning formats; it involves the use of formulas and graphs; and the teacher-students relationship unfolds as a relation among varying motivational states.

UR - https://www.scopus.com/pages/publications/85096920325

M3 - Comment/debate

SN - 0228-0671

VL - 40

SP - 25

EP - 30

JO - For the Learning of Mathematics

JF - For the Learning of Mathematics

IS - 3

ER -

Reversal theory to understand students’ difficulties with graphs in mathematics

Abstract

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