Being sloppy about slope: The effect of changing the scale

By O. Zaslavsky, H. Sela, Uri Leron. 2002

100 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6f48dab932ed3d411eb3a2f33522aed6ba243a06

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In Education

In Statistics and Probability

Citations in the corpus

Can slope be negative in 3-space? Studying concept image of slope through collective definition construction (2011, background): “In their concluding remarks after studying how a change in scale affects students understanding of slope, Zaslavsky, Sela and Leron (2002) suggested that “[t]eaching students to ignore [the angle for slope] or treat it as irrelevant does not contribute to understanding slope and may in fact lead t”
Seizing the Opportunity to Create Uncertainty in Learning Mathematics (2005, background): “Such an example appears in Zaslavsky et al. (2002), who designed a special task that challenged a common implicitly held assumption regarding the representation of graphs in a coordinate system (Figure 1 is a variation of their task).”
Exploring mathematical connections of pre-university students through tasks involving rates of change (2018, background): “However, Zaslavsky and colleagues [14] consider that in order to improve the understanding of the slope, a distinction must be made between the visual slope (slope of a straight line) and the analytical slope (rate of change of a function) in which discussions are embedded in the context of the nonh”
Is the derivative a function? If so, how do we teach it? (2015, background): “…that is visualized is related to studies showing that illustrating the tangent line does not automatically connect to the slope as a quantity (e.g., Zaslavsky et al., 2002) and specifically supports students’ description of the derivative as Btangent line^ (e.g., Park, 2013; Zandieh & Knapp, 2006).”