Examining Students' Progression of Variational, Covariational, and Multivariational Reasoning

• In Event: Understanding Student Knowledge and Task Difficulty in Mathematics

Abstract

In this paper we discuss sixth grade students’ progression of variational, covariational, and multivariational reasoning as they engaged in dynamic digital tasks exploring various science phenomena. We present case studies of two pairs of students from a larger whole-class design experiment to illustrate some progressions of reasoning and initiate a discussion around how the design shapes these progressions.

Authors

• Nicole Panorkou, Montclair State University

• Toni York, Montclair State University

• Erell Germia, Kean University

• Youngjun Kim, Montclair State University