PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
A quantitative reasoning framing of concept construction
Page: 752
Researchers are producing a growing number of studies that illustrate the importance of quantitative and covariational reasoning for students’ mathematical development. These researchers’ contributions often are in the context of learning of specific topics or developing particular reasoning processes. In both contexts, researchers are detailed in their descriptions of the intended topics or reasoning processes. There is, however, a lack of specificity relative to generalized criteria for the construction of a concept. We address this lack of specificity by introducing the construct of an abstracted quantitative structure. We discuss the construct, ideas informing its development and criteria, and empirical examples of student actions that illustrate its use. We also discuss potential implications for research and teaching.