Citation:
Psycharis, G., Kafetzopoulos, G. - I., & Lagrange, J. - B. (2021). A framework for analysing students’ learning of function at upper secondary level: Connected Working Spaces and Abstraction in Context. In A. Clark-Wilson, Donevska-Todorova, A., Faggiano, E., Trgalová, J., & Weigand, H. - G. (Eds.), Mathematics Education in the Digital Age: Learning Practice and Theory (pp. 150-167). Abingdon, UK: Routledge.
Abstract:
The chapter is on how to analyse classroom situations and students’ evolving conceptualisation of function as covariation at upper secondary level in authentic modelling situations involving the use of digital tools. To address this aim we take a networking perspective to develop a framework by combining Connected Working Spaces and Abstraction in Context. We privilege authentic modelling tasks utilising the potential of different models and the use of digital environments offering integrated algebraic and geometrical representations of function. Another question is how the combination of the two frameworks can help to make sense of students’ evolutions in the path from physical context to algebra. The combined analyses based on the two frameworks allow a deeper look at students’ cognitive evolution as they experience functions in a plurality of settings: physical context, geometry, measures, algebra. Connected Working Spaces allows distinguishing these settings and their connections focusing on instrumental, semiotic and discursive dimensions and their coordination in students’ work. Abstraction in Context offers concepts and expectedstrategies and an account of knowledge construction within and between these settings allowing to make sense of students’ progress.