Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions

Simple item page
Author(s)Hohensee, Charles
Author(s)Willoughby, Laura
Author(s)Gartland, Sara
Date Accessioned2022-03-30T14:11:01Z
Date Available2022-03-30T14:11:01Z
Publication Date2022-02-16
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Mathematical Thinking and Learning on 02/16/2022, available online: http://www.tandfonline.com/10.1080/10986065.2022.2037043. This article will be embargoed until 08/16/2023.en_US
AbstractBackward transfer is defined as the influence that new learning has on individuals’ prior ways of reasoning. In this article, we report on an exploratory study that examined the influences that quadratic functions instruction in real classrooms had on students’ prior ways of reasoning about linear functions. Two algebra classes and their teachers at two comprehensive high schools served as the participants. Both schools drew from low-socioeconomic urban populations. The study involved paper-and-pencil assessments about linear functions that were administered before and after a four- to five-week instructional unit on quadratic functions. The teachers were instructed to teach the quadratic functions unit using their regular approach. Qualitative analysis revealed three kinds of backward transfer influences and each influence was related to a shift in how the students reasoned about functions in terms of an action or process view of functions. Additionally, features of the instruction in each class provided plausible explanations for the similarities and differences in backward transfer effects across the two classrooms. These results offer insights into backward transfer, the relationship between prior knowledge and new learning, aspects of reasoning about linear functions, and instructional approaches to teaching functions.en_US
SponsorThe research reported in this article was funded by the National Science Foundation (DRL 1651571).en_US
CitationCharles Hohensee, Laura Willoughby & Sara Gartland (2022) Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions, Mathematical Thinking and Learning, DOI: 10.1080/10986065.2022.2037043en_US
ISSN1532-7833
URLhttps://udspace.udel.edu/handle/19716/30728
Languageen_USen_US
PublisherMathematical Thinking and Learningen_US
Keywordstransferen_US
Keywordsfunctionsen_US
Keywordslinearen_US
Keywordsquadraticen_US
Keywordsaction viewen_US
Keywordsprocess viewen_US
TitleBackward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functionsen_US
TypeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Backward transfer, the relationship between new learning.pdf
Size:
292.64 KB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.22 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Access Publications