Using APOS theory as a framework for considering slope understanding

Courtney Nagle, Rafael Martínez-Planell, Deborah Moore-Russo

Research output: Contribution to journalArticle

Abstract

In this paper a framework for slope is proposed using APOS (Action-Process-Object-Schema) Theory and conceptualizations of slope previously identified in research. The proposed APOS-slope framework allows for discussion of students’ cognitive development in relation to different conceptualizations of slope. As such, it may be adopted as a means to advance future research or as a way to plan instruction. In particular, the framework uses specific examples to consider interrelations between the ways of thinking about slope that have been reported to provide additional insight on how individuals understand this concept. The proposed framework contributes to the field by bringing together a number of past studies related to slope and providing a common ground under which these works might be interpreted.

Original languageEnglish (US)
Article number100684
JournalJournal of Mathematical Behavior
Volume54
DOIs
StatePublished - Jun 1 2019

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Schema
Slope
Students
cognitive development
Research
instruction
student
Framework
Object

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Psychology
  • Applied Mathematics

Cite this

Nagle, Courtney ; Martínez-Planell, Rafael ; Moore-Russo, Deborah. / Using APOS theory as a framework for considering slope understanding. In: Journal of Mathematical Behavior. 2019 ; Vol. 54.
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Using APOS theory as a framework for considering slope understanding. / Nagle, Courtney; Martínez-Planell, Rafael; Moore-Russo, Deborah.

In: Journal of Mathematical Behavior, Vol. 54, 100684, 01.06.2019.

Research output: Contribution to journalArticle

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