High School Precalculus Students' Understanding of Slope as Measure

By S. Stump. 2001

101 citations recorded by the source corpus.

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Initiating and Eliciting in Teaching: A Reformulation of Telling. (2005, background): “Researchers have demonstrated that constructing slope as a measure of the steepness of a physical object such as a ski ramp or wheelchair ramp is difficult for secondary school students and preservice elementary teachers alike (Lobato & Thanheiser, 1999; Simon & Blume, 1994; Stump, 2001).”
Can slope be negative in 3-space? Studying concept image of slope through collective definition construction (2011, methodology): “The 11 categories are listed in the same order reported by Stump (1999, 2001b) with the three additional categories added in order of most to least observed.”
Together yet separate: Students’ associating amounts of change in quantities involved in rate of change (2015, background): “Yet, rate of change remains a difficult to understand concept for both secondary students (e.g., Herbert & Pierce, 2012; Lobato, Ellis, & Muñoz, 2003; Stump, 2001) and university students (e.g., Bezuidenhout, 1998; Cantoral & Farfán, 1998; Ubuz, 2007; Zandieh & Knapp, 2006).”
Exploring mathematical connections of pre-university students through tasks involving rates of change (2018, background): “Realworld representations of slope exist in two different forms: physical situations, such as mountain pathways, ski slope and wheelchair ramps; and functional situations, such as distance versus time or quantity versus costs [9].”