TY - JOUR
T1 - Reversal theory to understand students’ difficulties with graphs in mathematics
AU - ANDRA', 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
Y1 - 2020
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://iris.uniupo.it/handle/11579/120202
M3 - Article
SN - 0228-0671
VL - 40
SP - 25
EP - 30
JO - For the Learning of Mathematics
JF - For the Learning of Mathematics
IS - 3
ER -