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This dissertation reports three studies of students’ and teachers’ meanings for quotient, fraction, measure, rate, and rate of change functions. Each study investigated individual’s schemes (or meanings) for foundational mathematical

This dissertation reports three studies of students’ and teachers’ meanings for quotient, fraction, measure, rate, and rate of change functions. Each study investigated individual’s schemes (or meanings) for foundational mathematical ideas. Conceptual analysis of what constitutes strong meanings for fraction, measure, and rate of change is critical for each study. In particular, each study distinguishes additive and multiplicative meanings for fraction and rate of change.

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    Date Created
    • 2016
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph.D., Arizona State University, 2016
      Note type
      thesis
    • Includes bibliographical references (pages 221-236)
      Note type
      bibliography
    • Field of study: Mathematics

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    by Cameron Byerley

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