Comparison of Students' Understanding of Functions in Classes Following English and Israeli National Curricula

Autor/inn/en	Watson, Anne; Ayalon, Michal; Lerman, Stephen
Titel	Comparison of Students' Understanding of Functions in Classes Following English and Israeli National Curricula
Quelle	In: Educational Studies in Mathematics, 97 (2018) 3, S.255-272 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayalon, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9798-8
Schlagwörter	Comparative Analysis; High School Students; Foreign Countries; Secondary School Teachers; National Curriculum; Student Reaction; High Achievement; United Kingdom (England); Israel + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schülerkritik
Abstract	This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We report on 120 higher achieving students, 10 from each of English and Israeli, 12-18 years old. Iterative and comparative analysis identified similarities and differences in students' responses and we conjecture links between curriculum, enactment, task design, and students' responses. Towards the end of school, students from both curriculum backgrounds performed similarly on most tasks but approached these by different routes, such as intuitive or formal and with different understandings, including correspondence and covariational approaches to functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01