Document Type
Conference Proceeding
Publication Date
1-1-2019
Journal / Book Title
Proceedings of the International Group for the Psychology of Mathematics Education
Abstract
Constructing and reasoning about covarying quantities is fundamental to students’ modeling of dynamic phenomena. In this report, we describe how we designed and leveraged 3D-printed manipulatives in parallel with iterative task re-design to support middle-grades students (ages 10-14) constructing and reasoning about covarying quantities. We present data from a design experiment to highlight why we adapted the original task to incorporate 3D-printed manipulatives in order to support students’ constructions of mental images of quantities in ways consistent with researcher intentions. In doing so, we highlight how 3D-printing has opened up new possibilities for manipulatives in mathematics education.
MSU Digital Commons Citation
Paoletti, Teo; Greenstein, Steven; Vishnubhotla, Madhavi; and Mohamed, Mustafa, "Designing tasks and 3D physical manipulatives to promote students’ covariational reasoning" (2019). Department of Mathematics Faculty Scholarship and Creative Works. 218.
https://digitalcommons.montclair.edu/mathsci-facpubs/218
Rights
Proceedings are publish open access via the publisher.
Published Citation
Paoletti, T., Greenstein, S., Vishnubhotla, M., & Mohamed, M. (2019). DESIGNING TASKS AND 3D PHYSICAL MANIPULATIVES TO PROMOTE STUDENTS’ COVARIATIONAL REASONING. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 (pp. 193-200). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3). Psychology of Mathematics Education (PME).