Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Marios Pittalis, Susanne Strachota, Maria Chimoni, Mathías López
University of Cyprus
⬇ Download PDFThis study examines Grade 5 and 6 students’ performance on and reasoning about function-graph tasks. Drawing on a synthesis of frameworks, we designed tasks addressing five conceptual categories. Data from 271 students were analyzed using mixed methods. Results show stronger performance on coordination of quantities tasks, particularly with quantitative values, and substantial challenges with tasks requiring functional inferences. Performance on covariational and graph-as-object tasks was more variable. Findings include a framework for analyzing upper elementary students’ reasoning of function graphs, with insight on how task categories foreground distinct reasoning.
function graphsfunctional thinkingalgebra