@article {MATHEDUC.06499067,
author = {Johnson, Heather Lynn},
title = {Predicting amounts of change in quantities.},
year = {2013},
journal = {Mathematics Teaching in the Middle School},
volume = {19},
number = {5},
issn = {1072-0839},
pages = {260-264},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
abstract = {From the text: Analyzing relationships between quantities can support middle-grades students' reasoning about algebra and function. When students focus on relationships between quantities in a function, they are reasoning covariationally. A student taking a covariation perspective might think about a function as a special relationship between quantities in which change in one quantity depends on change in another quantity. Students often have to wait until calculus to study the mathematics of change. A focus on relationships between quantities is one way to introduce middle-grades students to the mathematics of change. My intent with this article is to illustrate how predicting amounts of change in quantities can promote students' covariation perspectives. I provide examples of their work to illustrate different ways in which students have viewed relationships between quantities to make sense of a linear situation.},
msc2010 = {F93xx (G33xx I23xx)},
identifier = {2016a.00550},
}