You are not logged in.
Openly accessible

Introducing linear functions: an alternative statistical approach

Nolan, Caroline and Herbert, Sandra 2015, Introducing linear functions: an alternative statistical approach, Mathematics education research journal, vol. 27, no. 4, pp. 401-421, doi: 10.1007/s13394-015-0147-x.

Attached Files
Name Description MIMEType Size Downloads
herbert-introducinglinear-post-2015.pdf Author's post print application/pdf 6.94MB 25

Title Introducing linear functions: an alternative statistical approach
Author(s) Nolan, Caroline
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Journal name Mathematics education research journal
Volume number 27
Issue number 4
Start page 401
End page 421
Total pages 21
Publisher Springer
Place of publication Berlin, Germany
Publication date 2015-12
ISSN 1033-2170
Keyword(s) Linear functions
Secondary school
Statistical data
Multiple representations
Technology
Summary The introduction of linear functions is the turning point where many students decide if mathematics is useful or not. This means the role of parameters and variables in linear functions could be considered to be ‘threshold concepts’. There is recognition that linear functions can be taught in context through the exploration of linear modelling examples, but this has its limitations. Currently, statistical data is easily attainable, and graphics or computer algebra system (CAS) calculators are common in many classrooms. The use of this technology provides ease of access to different representations of linear functions as well as the ability to fit a least-squares line for real-life data. This means these calculators could support a possible alternative approach to the introduction of linear functions. This study compares the results of an end-oftopic test for two classes of Australian middle secondary students at a regional school to determine if such an alternative approach is feasible. In this study, test questions were grouped by concept and subjected to concept by concept analysis of the means of test results of the two classes. This analysis revealed that the students following the alternative approach demonstrated greater competence with non-standard questions.
Language eng
DOI 10.1007/s13394-015-0147-x
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074627

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 1 times in TR Web of Science
Scopus Citation Count Cited 2 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 118 Abstract Views, 25 File Downloads  -  Detailed Statistics
Created: Wed, 22 Jul 2015, 11:44:58 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.