Pre-service teachers’ figurative and operative graphing actions

Kevin C. Moore, Irma E. Stevens, Teo Paoletti, Natalie L.F. Hobson, Biyao Liang

Research output: Contribution to journalArticleResearchpeer-review

Abstract

We report on semi-structured clinical interviews to describe U.S. pre-service secondary mathematics teachers’ graphing meanings. Our primary goal is to draw on Piagetian notions of figurative and operative thought to identify marked differences in the students’ meanings. Namely, we illustrate students’ meanings dominated by fragments of sensorimotor experience and compare those with students’ meanings dominated by the coordination of mental actions in the form of covarying quantities. Our findings suggest students’ meanings that foreground operative aspects of thought are more generative with respect to graphing. Our findings also indicate that students can encounter perturbations due to potential incompatibilities between figurative and operative aspects of thought.

Original languageEnglish
JournalJournal of Mathematical Behavior
DOIs
StatePublished - 1 Jan 2019

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Pre-service Teachers
Students
teacher
student
Mathematics
incompatibility
Fragment
Meaning
mathematics
Interviews
Perturbation
interview
experience

Keywords

  • Covariational reasoning
  • Graphing
  • Operative thought
  • Quantitative reasoning
  • Shape thinking

Cite this

Moore, Kevin C. ; Stevens, Irma E. ; Paoletti, Teo ; Hobson, Natalie L.F. ; Liang, Biyao. / Pre-service teachers’ figurative and operative graphing actions. In: Journal of Mathematical Behavior. 2019.
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Pre-service teachers’ figurative and operative graphing actions. / Moore, Kevin C.; Stevens, Irma E.; Paoletti, Teo; Hobson, Natalie L.F.; Liang, Biyao.

In: Journal of Mathematical Behavior, 01.01.2019.

Research output: Contribution to journalArticleResearchpeer-review

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