How "Focusing Phenomena" in the Instructional Environment Support Individual Students' Generalizations

By Joanne Lobato, Amy B. Ellis, R. Muñoz. 2003

105 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2dac89e1d8921598cf5fb7d9e1704cc3ea4ae5a9

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Citations in the corpus

Connections Between Generalizing and Justifying: Students' Reasoning with Linear Relationships (2007, background): “By viewing transfer as a dynamic, student-centered process distributed across multiple agents, the actor-oriented perspective provides a mechanism to explain how features of instructional environments may influence students’ generalizating (Lobato et al., 2003).”
Together yet separate: Students’ associating amounts of change in quantities involved in rate of change (2015, background): “Investigating high school students’ conceptions of slope, Lobato, Ellis, and Muñoz (2003) found that although the teacher had defined slope as a constant rate of change, the students did not use ratio-based reasoning to make sense of slope.”
Students' Mathematical Noticing. (2013, background): “As a result, it extends the small body of previous research on mathematical noticing, in which the instructional environment was treated as a set of external forces acting upon students (Ellis & Grinstead, 2008; Lobato et al., 2003; Stevens & Hall, 1998), by better accounting for students’ roles in ”
Hidden lessons: How a focus on slope-like properties of quadratic functions encouraged unexpected generalizations ☆ (2008, background): “The notion of focusing phenomena is a researcher’s construct developed in an earlier study (Lobato et al., 2003) as a way to account for students’ unanticipated generalizations.”
Visual templates in pattern generalization activity (2010, background): “While such templates provided my students with useful mental strips and purposeful visual-mode-rated sequences of actions, I note both the influence of either the content of their inferred assumptions or prior mathematical knowledge and the necessity of acquiring more pattern-generalizing strategies”