Ferris wheels and filling bottles: a case of a student’s transfer of covariational reasoning across tasks with different backgrounds and features
Ferris wheels and filling bottles: a case of a student’s transfer of covariational reasoning across tasks with different backgrounds and features
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摩天轮和灌装瓶：学生在不同背景和特征的任务中进行协变推理迁移的案例
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发表时间：
2017
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影响因子：
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通讯作者：
Peter Hornbein
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作者：
H. Johnson;Evan Mcclintock;Peter Hornbein
使用一个面向行动者的角度转移，我们报告了一个案例，一个学生的转移协变推理跨任务，涉及不同的背景和功能。在这项研究中，我们调查的研究问题：如何可能是一个学生的协变推理摩天轮任务，涉及属性的距离，宽度和高度，影响学生的协变推理灌装瓶任务，涉及属性的体积和高度？学生转移协变推理，她雇用的摩天轮任务，灌装瓶的任务，然而，她的协变推理灌装瓶的任务是不太先进的。当设计一系列旨在产生学生的协变推理的任务时，我们建议研究人员开始使用由"更简单"的属性组成的情况，如高度和距离，学生可能更容易想象为可以测量。通过考虑学生对任务特征的概念，研究者可以促进复杂形式的数学推理（如协变推理）的迁移。
Using an actor-oriented perspective on transfer, we report a case of a student’s transfer of covariational reasoning across tasks involving different backgrounds and features. In this study, we investigated the research question: How might a student’s covariational reasoning on Ferris wheel tasks, involving attributes of distance, width, and height, influence a student’s covariational reasoning on filling bottle tasks, involving attributes of volume and height? The student transferred covariational reasoning that she employed on Ferris wheel tasks to filling bottle tasks; yet, her covariational reasoning on filling bottle tasks was less advanced. When designing a sequence of tasks intended to engender students’ covariational reasoning, we recommend that researchers begin by using situations consisting of “simpler” attributes, such as height and distance, which students may more readily conceive of as being possible to measure. By taking into account students’ conceptions of task features, researchers can promote transfer of complex forms of mathematical reasoning, such as covariational reasoning.