Student Understanding of the Cartesian Connection: An Exploratory Study

By Eric J. Knuth. 2000

185 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/158eabe88097ede6ab504d5d596486c713623c9c

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Citations in the corpus

The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (2007, background): “There is evidence in the literature to suggest that the ability to flexibly switch between representations of a mathematical concept enhances mathematical thinking and helps students successfully solve problems (Brenner, 1999; Knuth, 2000; Stonewater, 2002; van Streun, 2000).”
Seeing the Complexity of Standing to the Side: Instructional Dialogues (2005, background): “There is evidence that even high-achieving students at the end of their high school studies have an impoverished view of this link (Knuth, 2000; Schoenfeld, Smith, & Arcavi, 1993).”
Handbook of research on the psychology of mathematics education: past, present and future (2006, methodology): “Drawing on studies by Moschkovich, Schoenfeld and Arcavi (1993), Knuth (2000) examined 9th to 12th RESEARCH ON LEARNING & TEACHING ALGEBRA 19 grade students’ understanding of the concept that the coordinates of any point on a line will satisfy the equation of the line, within the context of…”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, unknown): “…students to understand, as many studies—not only in mathematics education, but also in cognitive science—have shown (e.g., Ainsworth, 1999; Brenner et al., 1997; Gilmore, 2006; Janvier, 1987; Knuth, 2000; Kurtz, Miao, & Gentner, 2001; Leinhardt, Zaslavsky, & Stein, 1990; Lesh, Post, & Behr, 1987).”
The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade. (2015, background): “…Smith, & Arcavi, 1993; Sfard, 1992) and includes their limited understanding of and flexibility with representations such as variable notation (Freudenthal, 1982; Usiskin, 1988), tables, equations, and verbal descriptions (Goldenberg, 1988; Knuth, 2000; Moschkovich, Schoenfeld, & Arcavi, 1993).”
A Learning Progression for Elementary Students’ Functional Thinking (2017, background): “Many studies at the secondary level have identified students’ challenges and misconceptions around functional thinking (e.g., Bush & Karp, 2013; Huntley, Marcus, Kahan, & Miller, 2007; Knuth, 2000; Lobato, Ellis, & Munoz, 2003).”
Transfer of algebraic and graphical thinking between mathematics and chemistry (2008, result): “In this regard, the results of the present study are in line with those of previous studies indicating that students cannot effectively use the graphical (object) approach (Knuth, 2000; Mousoulides & Gagatsis, 2004).”