Students’ use of slope conceptualizations when reasoning about the line of best fit-Reference-Cited by-同舟云学术

Students’ use of slope conceptualizations when reasoning about the line of best fit

Published:2016-01-16 Issue:2 Volume:92 Page:163-177
ISSN:0013-1954
Container-title:Educational Studies in Mathematics
language:en
Short-container-title:Educ Stud Math

Author:

Casey Stephanie A.,Nagle Courtney

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Link

http://link.springer.com/content/pdf/10.1007/s10649-015-9679-y.pdf

Reference20 articles.

1. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.

2. Arbaugh, F., Herbel-Eisenmann, B., Ramirez, N., Knuth, E., Kranendonk, H., & Quander, J. R. (2010). Linking research and practice: The NCTM research agenda conference report. Reston, VA: NCTM. Retrieved from http://www.nctm.org/news/content.aspx?id=25315

3. Bakker, A. (2004). Reasoning about shape as a pattern in variability. Statistics Education Research Journal, 3(2), 64–83.

4. Casey, S. (2015). Examining student conceptions of covariation: A focus on the line of best fit. Journal of Statistics Education, 23(1).

5. Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21, 1–78.

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