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Imitative, Informed, or Irrelevant? Relating Students’ Interactions with Digital Features to their Graph Sketches
Mon, October 27, 4:30 to 5:30pm, Penn Stater Conference Center, Floor: Main Level, Deans HallDescription
This collective case study of three college algebra students investigates their interpretations of digital features during four graphing tasks and examines how these interpretations may relate to their graph sketches. During task-based interviews, students engaged with movable sliders and dynamic graphs to represent relationships between changing attributes in dynamic situations. Findings from the cross-case analysis revealed three distinct ways students interpreted the dynamic graphs in the tasks. One student interpreted the feature as an exact representation of what their graph should look like and sketched graphs that closely imitated the path of the point. Another student interpreted the feature as a reference and used it to inform specific aspects of their graphs. Finally, the third student interpreted the feature as disconnected to their graph and disregarded its features when sketching graphs. These findings highlight the wide range of ways students may interpret digital features and incorporate them into their graph sketches.