Abstract
The purpose of this case study is to analyze students’ understanding of ‘constant rate of change’ and ‘constant rate of change of rate of change’ in a functional situation. Two students participated in a class six times (April to June, 2018). Neither student had ever learned linear functions at school. Analysis of the class revealed marked differences between student A and student B in graphically expressing and interpreting situations involving varying rates of change. This study focuses on their actions to express and to interpret analyzed the two students’ meaning of ‘constant rate of change’ and ‘constant rate of change of rate of change’. These results indicate the importance of understanding ‘constant rate of change' when learning graphs and functions.
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