A Developmental Shift in a Student's Meanings of Graphs: The Case of Zane

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Abstract

In this study, we report on developmental shifts of a middle school student’s (Zane) graphing activity as we implement an instructional sequence that emphasize quantitative and covariational reasoning. Our results suggest that representing quantities’ magnitudes as varying length of directed bars on two parallel lines, forming a new space by making those lines orthogonal, and generating a point by joining those bars were an integral part of Zane developing productive meanings for graphing quantities in Cartesian plane.

Author

• Halil Ibrahim Tasova, University of Georgia - Athens