PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
When covariational reasoning does not “work”: Applying coordination class theory to model students’ reasoning related to the varied population schema and distribution graphs
Page: 922
Covariational reasoning is a fundamental concept that is necessary to interpret graphical representations of dynamic processes; however, some graphical representations, such as distribution graphs (histograms), are intended to be “read” differently and require an alternative set of strategies for eliciting relevant information and drawing inferences. In this study, semi-structured interviews were conducted with twelve general chemistry students to investigate their reasoning related to the varied population schema, the idea that for a given system, molecules vary with respect to different parameters. Students were prompted to discuss distribution graphs that highlight the variation in a system and their reasoning was analyzed using coordination class theory, a framework that builds on the knowledge-in-pieces perspective to define “concepts” and conceptual change. Preliminary analysis indicates that although students that have productive ideas for sensemaking, they may not necessarily use them appropriately, in some cases unproductively using covariational reasoning to interpret the graphs.