Developing Understanding of Ratio and Measure as a Foundation for Slope

By Eva Thanheiser, Joanne Lobato. 2002

70 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/36d09aaf8f7229e35ab22a39c67d75352f088779

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Citations in the corpus

Reasoning about variation in the intensity of change in covarying quantities involved in rate of change (2012, unknown): “…related to constant and varying rate of change (Confrey, CastroFilho, & Wilhelm, 2000; Lobato, Ellis, & Munoz, 2003; Lobato & Siebert, 2002; Lobato & Thanheiser, 2002; Monk & Nemirovsky, 1994; Saldanha & Thompson, 1998; Stroup, 2002, This is a post-peer-review, pre-copyedit version of an…”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, methodology): “Our subsequent design-based instructional approach focused on isolating the attribute to be measured and constructing slope as a ratio to measure the particular attribute (Lobato & Siebert, 2002; Lobato & Thanheiser, 2002; Olive & Lobato, 2008).”
CONCEPTUAL ANALYSIS OF MATHEMATICAL IDEAS: SOME SPADEWORK AT THE FOUNDATION OF MATHEMATICS EDUCATION 1 (2008, background): “However, as Lobato PME 32 and PME-NA XXX 2008 1-37 has shown, many students do not see ideas of rate of change, average rate of change, proportionality, and slope as being interconnected (Lobato, 2006; Lobato & Siebert, 2002; Lobato & Thanheiser, 2002).”
Secondary mathematics teachers’ meanings for measure, slope, and rate of change (2017, methodology): “…on the MMTsm was guided by qualitative work that characterized students’ and teachers’ thinking about rate of change, quotient, and slope (Coe, 2007; Lobato & Thanheiser, 2002; Martínez-Planell, Gaisman, & McGee, 2015; Nagle, Moore-Russo, Viglietti, & Martin, 2013; Planinic, Milin-Sipus, Katic,…”
How "Focusing Phenomena" in the Instructional Environment Support Individual Students' Generalizations (2003, background): “Researchershave investigated the process of creating ratios as measures of particular attributes such as constant speed or the steepness of a ramp (Lobato & Thanheiser, 2000, 2002; Simon & Blume, 1994).”
Design Research in Education: Yes, but is it Methodological? (2004, background): “For example, one of the touchstones for judging progress in a teaching experiment on the psychological concept of learning transfer was students’ constructions of mathematical concepts (e.g., Lobato & Siebert, 2002; Lobato & Thanheiser, 2002).”