Abstract:The purpose of this study is to investigate how two 7th grade students with different concepts of ratio reason about change in covarying quantities in quadratic function problems and how these differences affect the process of expressing algebraic equations. To this end, we selected two 7th grade students who had no formal instruction in quadratic functions and four clinical interviews (each of which lasted about 90 minutes) were conducted every week from December 2019 to January 2020 with each of them. Our an… Show more
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