RUME 27
2025
Alexandria, Virginia
Covariation-in-Pieces: Covariation as a Coordination Class
Page: 870
Much of the work in covariation, to date, has focused on “large-scale” themes, such as broad reasoning levels and behaviors. We propose that covariation research could be greatly enhanced by attending to the “fine-grained” cognition happening in students’ covariational reasoning. We propose that covariation can be considered as a coordination class, which models knowledge as a complex cognitive structure wherein an emergent system of knowledge resources are activated in response to context and cueing. We explain what this perspective on covariation would look like, and we provide an illustrative vignette to explore the power of this perspective.