Quantitative Reasoning and the Sine Function: The Case of Zac

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  • 1 University of Georgia

A growing body of literature has identified quantitative and covariational reasoning as critical for secondary and undergraduate student learning, particularly for topics that require students to make sense of relationships between quantities. The present study extends this body of literature by characterizing an undergraduate precalculus student's progress during a teaching experiment exploring angle measure and trigonometric functions.

Contributor Notes

Kevin C. Moore, Department of Mathematics and Science Education, University of Georgia, 105 Aderhold Hall, Athens, GA 30602; kvcmoore@uga.edu

(Corresponding author is Moore kvcmoore@uga.edu)
Journal for Research in Mathematics Education

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