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Investigating the Role of Relative Size Reasoning in Students’ Understanding of Precalculus Ideas

Description
The ideas of measurement and measurement comparisons (e.g., fractions, ratios, quotients) are introduced to students in elementary school. However, studies report that students of all ages have difficulty comparing two quantities in terms of their relative size. Students often understand fractions such as 3/7 as part-whole relationships or “three out…

The ideas of measurement and measurement comparisons (e.g., fractions, ratios, quotients) are introduced to students in elementary school. However, studies report that students of all ages have difficulty comparing two quantities in terms of their relative size. Students often understand fractions such as 3/7 as part-whole relationships or “three out of seven.” These limited conceptions have been documented to have implications for understanding the quotient as a measure of relative size and when learning other foundational ideas in mathematics (e.g., rate of change). Many scholars have identified students’ ability to conceptualize the relative size of two quantities values as important for learning specific ideas such as constant rate of change, exponential growth, and derivative. However, few researchers have focused on students’ ways of thinking about multiplicatively comparing two quantities’ values as they vary together across select topics in precalculus. Relative size reasoning is a way of thinking one has developed when conceptualizing the comparison of two quantities’ values multiplicatively, as their values vary in tandem. This document reviews literature related to relative size reasoning and presents a conceptual analysis that leverages this research in describing what I mean by a relative size comparison and what it means to engage in relative size reasoning. I further illustrate the role of relative size reasoning in understanding rate of change, multiplicative growth, rational functions, and what a graph’s concavity conveys about how two quantities’ values vary together. This study reports on three beginning calculus students’ ways of thinking as they completed tasks designed to elicit students’ relative size reasoning. The data revealed 4 ways of conceptualizing the idea of quotient and highlights the affordances of conceptualizing a quotient as a measure of the relative size of two quantities’ values. The study also reports data from investigating the validity of a collection of multiple-choice items designed to assess students’ relative size reasoning (RSR) abilities. Analysis of this data provided insights for refining the questions and answer choices for these assessment items.
ContributorsLock, Kayla Ashley (Author) / Carlson, Marilyn (Thesis advisor) / Apkarian, Naneh (Thesis advisor) / Strom, April (Committee member) / Byerley, Cameron (Committee member) / Roh, Kyeong-Hah (Committee member) / Arizona State University (Publisher)
Created2023