Abstract
This paper reports the results of research in which the objective was to explore the preconceptions of slope in seventh-grade students. Preconceptions are understood as students´ knowledge prior to the formal teaching of a certain concept. For data collection, task-based interviews composed of ten tasks applied to 21 Mexican students were used. The data analysis was carried out using the Thematic Analysis method. Results indicate that the students have several preconceptions in which they consider the slope as any of the following: an intersection with the X or Y-axis, an arithmetic operation, a length, an object, a height, and something to do. These findings pose the challenge of achieving conceptual changes from these preconceptions. In this sense, science education has been the field most exploited in mathematics education; a collaboration between teachers and researchers from both fields could contribute to finding strategies to face this challenge.
Highlights
Several studies indicate that students’ understanding of slope is limited (Greenes et al, 2007; Hoban, 2019, 2021) even when it has been considered a fundamental part of the mathematics curriculum (Dolores et al, 2020; Nagle & Moore-Russo, 2014; Stanton & Moore-Russo, 2012)
This paper reports the results of research in which the objective was to explore the preconceptions of slope in seventh-grade students
Several misconceptions come from xx1−xx2 the interpretation of graphs of situations in science: students confuse slope with height when asked for speed (Bell & Janvier, 1981; Dolores et al, 2017; McDermott et al, 1987); students successfully find the slope of lines that pass through the origin, but have difficulty determining the slope of lines that do not go through zero (Beichner, 1994), if it passes through the origin they say that its slope is zero (Birgin, 2012; Dolores et al, 2017); Area/slope/height confusion; students often perform slope calculations or inappropriately use axis values when area calculations are required (Beichner, 1994)
Summary
Several studies indicate that students’ understanding of slope is limited (Greenes et al, 2007; Hoban, 2019, 2021) even when it has been considered a fundamental part of the mathematics curriculum (Dolores et al, 2020; Nagle & Moore-Russo, 2014; Stanton & Moore-Russo, 2012). In this regard, a great variety of misconceptions or confusions is known. Several misconceptions come from xx1−xx the interpretation of graphs of situations in science: students confuse slope with height when asked for speed (Bell & Janvier, 1981; Dolores et al, 2017; McDermott et al, 1987); students successfully find the slope of lines that pass through the origin, but have difficulty determining the slope of lines that do not go through zero (Beichner, 1994), if it passes through the origin they say that its slope is zero (Birgin, 2012; Dolores et al, 2017); Area/slope/height confusion; students often perform slope calculations or inappropriately use axis values when area calculations are required (Beichner, 1994). Teuscher and Reys (2010), Planinic et al (2012), and Dolores et al (2019) reported that students consider slope and rate of change as disconnected concepts, showing poor understanding
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Eurasia Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
