PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Constant Rate of Change: The Reasoning of a Former Teacher and Current Doctoral Student
Page: 1668
In this work, I provide brief illustrations of multiple ways of reasoning about constant rate of change that I observed in a mathematics education doctoral student’s activity when tasked to draw graphs relating two varying quantities. These ways of reasoning suggest that textbook authors and instructors critically examine those illustrations and experiences provided to students in order for students to come away from mathematics courses with consistent and productive reasonings about rate of change.