PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Comparing Calculus Students’ Representation Use Across Different Settings
Page: 1191
The distinction between analytic (notation-based) and visual (diagram-based) representations within students’ mathematical problem-solving has been part of the cognitive phycology and mathematics education literature for more than 40 years. However, in spite of this long history there are many unanswered questions regarding how and why particular students choose particular representations, and what influences their social surroundings have on their individual representation use. This study coordinates analyses of calculus students’ analytic and visual reasoning across both one-on-one interview and group-work settings. This analysis helps clarify differences between individual representation use and representation use in group settings.