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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- Partial requirement for: Ph.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 221-236)Note typebibliography
- Field of study: Mathematics