id: 06058430
dt: j
an: 2012d.00245
au: Stanton, Michael; Moore-Russo, Deborah
ti: Conceptualizations of slope: A review of state standards.
so: Sch. Sci. Math. 112, No. 5, 270-277 (2012).
py: 2012
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: D33 D34
ut: evidence; state standards; educational change; secondary school curriculum;
secondary education; classification; mathematical concepts; secondary
school mathematics; teaching methods
ci:
li: doi:10.1111/j.1949-8594.2012.00135.x
ab: Summary: Since slope is a fundamental topic that is embedded throughout the
U.S. secondary school curriculum, this study examined standards
documents for all 50 states to determine how they address the concept
of slope. The study used eleven conceptualizations of slope as
categories to classify the material in the documents. The findings
indicate that all of the slope conceptualization categories were
evidenced in the standards documents with the vast majority of state
documents addressing five or more of the eleven conceptualizations.
Results are reported on the most and least commonly documented
conceptualizations of slope. The findings provide evidence that there
tends to be consensus among the states as to the conceptualizations of
slope that should be addressed. Suggestions are made for future work
both to consider the initial conceptualizations of slope that students
hold or most readily form when introduced to the concept as well as to
consider if (or how) slope instruction takes into account studentsâ€™
initial conceptualizations of slope.
rv: