Student understanding of functions of two variables: A reproducibility study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F22%3A10456183" target="_blank" >RIV/00216208:11320/22:10456183 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9MIQ00Xpd3" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9MIQ00Xpd3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jmathb.2022.100950" target="_blank" >10.1016/j.jmathb.2022.100950</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Student understanding of functions of two variables: A reproducibility study

Popis výsledku v původním jazyce

In this Action-Process-Object-Schema (APOS) study, we aim to study the extent to which results from our previous research on student understanding of two-variable functions can be replicated in a different institutional context. We conducted the experience at a university in another country and with a different instructor than in previous studies. The experience consisted in comparing two sections of the same course; one taught through lectures and the other using activities designed with APOS theory and the ACE didactical strategy (Activities, Class discussion, Exercises). We show the results of a comparison of students&apos; performance in both groups and give evidence of the generalizability of our previously obtained research results and the possible replication of didactic aspects across institutions. We found that using the APOS theory didactical approach favors a deeper understanding of two-variable functions. We also found that factors other than the activity sets and teaching strategy affected the replication.

Název v anglickém jazyce

Student understanding of functions of two variables: A reproducibility study

Popis výsledku anglicky

In this Action-Process-Object-Schema (APOS) study, we aim to study the extent to which results from our previous research on student understanding of two-variable functions can be replicated in a different institutional context. We conducted the experience at a university in another country and with a different instructor than in previous studies. The experience consisted in comparing two sections of the same course; one taught through lectures and the other using activities designed with APOS theory and the ACE didactical strategy (Activities, Class discussion, Exercises). We show the results of a comparison of students&apos; performance in both groups and give evidence of the generalizability of our previously obtained research results and the possible replication of didactic aspects across institutions. We found that using the APOS theory didactical approach favors a deeper understanding of two-variable functions. We also found that factors other than the activity sets and teaching strategy affected the replication.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Mathematical Behavior

ISSN

0732-3123

e-ISSN

1873-8028

Svazek periodika

66

Číslo periodika v rámci svazku

1873-8028

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

100950

Kód UT WoS článku

000790512900005

EID výsledku v databázi Scopus

2-s2.0-85127140117