RUME 25
2023
Omaha, Nebraska
Contextuality in Reasoning about the Exponential Function: A Microgenetic Learning Analysis
Page: 377
This paper explores how two undergraduate students come to perceive exponential structure in a series of word problems. This study investigates whether features of task situations can create opportunities for supporting students in recognizing situations as appropriate for using exponential models. The analysis is guided by coordination classes theory (diSessa & Sherin, 1998) and Transfer-in-Pieces perspective (Wagner, 2006; 2010), which emphasizes the role of multiple instantiations of a concept across multiple contexts as learners construct their understanding. The results suggest that contexts that embody the notion of recursive dependency may help students activate and use appropriate knowledge resources related to exponential models.