### Abstract

Despite the importance of the polar coordinate system (PCS) to students' study of mathematics and science, there is a limited body of research that explores students' ways of thinking about the PCS. Research on students' construction of the PCS is especially sparse. In this article, we highlight several issues that arose spontaneously during a teaching experiment that explored students' construction of the PCS. We illustrate how students' angle measure meanings influenced their construction of the PCS. We also discuss how the students' ways of thinking about the Cartesian coordinate system (CCS) became problematic as they transitioned to the PCS. Collectively, we highlight that students' ways of thinking about coordinate systems evolve when students reason within and across multiple coordinate systems.

Original language | English |
---|---|

Pages (from-to) | 135-149 |

Number of pages | 15 |

Journal | Journal of Mathematical Behavior |

Volume | 36 |

DOIs | |

State | Published - 1 Dec 2014 |

### Fingerprint

### Keywords

- Coordinate systems
- Polar coordinates
- Pre-service secondary teachers
- Quantitative reasoning
- Teaching experiment

### Cite this

*Journal of Mathematical Behavior*,

*36*, 135-149. https://doi.org/10.1016/j.jmathb.2014.10.001

}

*Journal of Mathematical Behavior*, vol. 36, pp. 135-149. https://doi.org/10.1016/j.jmathb.2014.10.001

**Complexities in students' construction of the polar coordinate system.** / Moore, Kevin C.; Paoletti, Teo; Musgrave, Stacy.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Complexities in students' construction of the polar coordinate system

AU - Moore, Kevin C.

AU - Paoletti, Teo

AU - Musgrave, Stacy

PY - 2014/12/1

Y1 - 2014/12/1

N2 - Despite the importance of the polar coordinate system (PCS) to students' study of mathematics and science, there is a limited body of research that explores students' ways of thinking about the PCS. Research on students' construction of the PCS is especially sparse. In this article, we highlight several issues that arose spontaneously during a teaching experiment that explored students' construction of the PCS. We illustrate how students' angle measure meanings influenced their construction of the PCS. We also discuss how the students' ways of thinking about the Cartesian coordinate system (CCS) became problematic as they transitioned to the PCS. Collectively, we highlight that students' ways of thinking about coordinate systems evolve when students reason within and across multiple coordinate systems.

AB - Despite the importance of the polar coordinate system (PCS) to students' study of mathematics and science, there is a limited body of research that explores students' ways of thinking about the PCS. Research on students' construction of the PCS is especially sparse. In this article, we highlight several issues that arose spontaneously during a teaching experiment that explored students' construction of the PCS. We illustrate how students' angle measure meanings influenced their construction of the PCS. We also discuss how the students' ways of thinking about the Cartesian coordinate system (CCS) became problematic as they transitioned to the PCS. Collectively, we highlight that students' ways of thinking about coordinate systems evolve when students reason within and across multiple coordinate systems.

KW - Coordinate systems

KW - Polar coordinates

KW - Pre-service secondary teachers

KW - Quantitative reasoning

KW - Teaching experiment

UR - http://www.scopus.com/inward/record.url?scp=84909598096&partnerID=8YFLogxK

U2 - 10.1016/j.jmathb.2014.10.001

DO - 10.1016/j.jmathb.2014.10.001

M3 - Article

AN - SCOPUS:84909598096

VL - 36

SP - 135

EP - 149

JO - Journal of Mathematical Behavior

JF - Journal of Mathematical Behavior

SN - 0732-3123

ER -