Description
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.
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Contributors
- Byerley, Cameron (Author)
- Thompson, Patrick W (Thesis advisor)
- Carlson, Marilyn P (Committee member)
- Middleton, James A. (Committee member)
- Saldanha, Luis (Committee member)
- Mcnamara, Allen (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2016
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Note
- Partial requirement for: Ph.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 221-236)Note typebibliography
- Field of study: Mathematics
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by Cameron Byerley