Examining Students' Covariational Reasoning and Their Understanding of the Greenhouse Effect Through Dynamic Mathematical Activities

• In Event: AERA Poster Session 6
  In Poster Session: Mathematics Education Research Poster Session 2

Abstract

In this study, we designed an instructional module that seamlessly integrates mathematics, environmental science, and technology to help students reason covariationally and help them understand the greenhouse effect. Building on the mental action framework of covariational reasoning, we designed two simulations in NetLogo and implemented them in a sixth-grade classroom in order for students to investigate the relationships between different covarying quantities underlying the greenhouse effect. The results from a design experiment show that the dynamic activities provided students with an exploratory space to engage in different levels of covariational reasoning in mathematics and helped students identify the different causes and consequences of the greenhouse effect.

Authors

• Debasmita Basu, The New School

• Nicole Panorkou, Montclair State University