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Original scientific paper
https://doi.org/10.15516/cje.v20i4.2746

Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?

Dilek Tanışlı   ORCID icon orcid.org/0000-0002-2931-5079 ; Anadolu University, Faculty of Education, Department of Mathematics and Science Education
Deniz Bike Kalkan ; Ministry of National Education of Turkey

Fulltext: english, pdf (2 MB) pages 1193-1260 downloads: 191* cite
APA 6th Edition
Tanışlı, D. & Bike Kalkan, D. (2018). Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?. Croatian Journal of Education, 20 (4), 1193-1260. https://doi.org/10.15516/cje.v20i4.2746
MLA 8th Edition
Tanışlı, Dilek and Deniz Bike Kalkan. "Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?." Croatian Journal of Education, vol. 20, no. 4, 2018, pp. 1193-1260. https://doi.org/10.15516/cje.v20i4.2746. Accessed 27 Nov. 2020.
Chicago 17th Edition
Tanışlı, Dilek and Deniz Bike Kalkan. "Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?." Croatian Journal of Education 20, no. 4 (2018): 1193-1260. https://doi.org/10.15516/cje.v20i4.2746
Harvard
Tanışlı, D., and Bike Kalkan, D. (2018). 'Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?', Croatian Journal of Education, 20(4), pp. 1193-1260. https://doi.org/10.15516/cje.v20i4.2746
Vancouver
Tanışlı D, Bike Kalkan D. Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?. Croatian Journal of Education [Internet]. 2018 [cited 2020 November 27];20(4):1193-1260. https://doi.org/10.15516/cje.v20i4.2746
IEEE
D. Tanışlı and D. Bike Kalkan, "Linear Functions and Slope: How Do Students Understand These Concepts and How Does Reasoning Support Their Understanding?", Croatian Journal of Education, vol.20, no. 4, pp. 1193-1260, 2018. [Online]. https://doi.org/10.15516/cje.v20i4.2746
Fulltext: croatian, pdf (2 MB) pages 1193-1260 downloads: 123* cite
APA 6th Edition
Tanışlı, D. & Bike Kalkan, D. (2018). Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?. Croatian Journal of Education, 20 (4), 1193-1260. https://doi.org/10.15516/cje.v20i4.2746
MLA 8th Edition
Tanışlı, Dilek and Deniz Bike Kalkan. "Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?." Croatian Journal of Education, vol. 20, no. 4, 2018, pp. 1193-1260. https://doi.org/10.15516/cje.v20i4.2746. Accessed 27 Nov. 2020.
Chicago 17th Edition
Tanışlı, Dilek and Deniz Bike Kalkan. "Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?." Croatian Journal of Education 20, no. 4 (2018): 1193-1260. https://doi.org/10.15516/cje.v20i4.2746
Harvard
Tanışlı, D., and Bike Kalkan, D. (2018). 'Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?', Croatian Journal of Education, 20(4), pp. 1193-1260. https://doi.org/10.15516/cje.v20i4.2746
Vancouver
Tanışlı D, Bike Kalkan D. Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?. Croatian Journal of Education [Internet]. 2018 [cited 2020 November 27];20(4):1193-1260. https://doi.org/10.15516/cje.v20i4.2746
IEEE
D. Tanışlı and D. Bike Kalkan, "Linearne funkcije i nagib pravca: kako učenici shvaćaju te pojmove i kako razmišljanje djeluje na njihovo razumijevanje?", Croatian Journal of Education, vol.20, no. 4, pp. 1193-1260, 2018. [Online]. https://doi.org/10.15516/cje.v20i4.2746

Abstracts
The aim of this study was to investigate eighth grade students’ conceptual understanding and types of reasoning about linear functions and slope. This is a mixed method study. Quantitative data were collected with algebra test, and qualitative data were collected using clinical interviews. The participants for the quantitative part of this study included 103 students, and the qualitative part included 10 students selected from these 103 students who were high and middle achievers. Quantitative data were assessed based on the answer key, and their frequency scores were calculated and interpreted, too. Qualitative data were analyzed using the thematic analysis. The majority of the students counted on superficial knowledge of linear functions and slope, they mainly stuck to the slope formula and line equation, and they did not possess correct reasoning types. They also need to improve their use and interpretation of multiple representations.

Keywords
conceptual understanding; mathematics education; middle school students

Hrčak ID: 216632

URI
https://hrcak.srce.hr/216632

[croatian]

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