Exploring the Prevalence of Covariational Reasoning Across Mathematics and Science Using TIMSS 2011 Assessment Items

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Author(s)Gantt, Allison L.
Author(s)Paoletti, Teo
Author(s)Corven, Julien
Date Accessioned2023-08-10T14:58:31Z
Date Available2023-08-10T14:58:31Z
Publication Date2023-02-01
DescriptionThis version of the article has been accepted for publication in International Journal of Science and Mathematics Education, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s10763-023-10353-2. © National Science and Technology Council, Taiwan 2023. This article will be embargoed until 02/01/2024.
AbstractCovariational reasoning (or the coordination of two dynamically changing quantities) is central to secondary STEM subjects, but research has yet to fully explore its applicability to elementary and middle-grade levels within various STEM fields. To address this need, we selected a globally referenced STEM assessment—the Trends in International Mathematics and Science Study (TIMSS)—to investigate the extent to which covariational reasoning could be applied. Specifically, we identified the frequency of items with potential to elicit students’ covariational reasoning through a content analysis of publicly released TIMSS 2011 items in Grades 4 and 8 mathematics and science. We found that approximately one-third of items in all grades and subjects had potential for covariational reasoning, and many of these items had such potential with no viable alternative strategy. Furthermore, items in every content strand and cognitive domain had potential for covariational reasoning. We interpret these findings as indicative of the salience of covariational reasoning across STEM education, and we discuss the implications of these results for research, assessment, and instruction.
CitationGantt, A.L., Paoletti, T. & Corven, J. Exploring the Prevalence of Covariational Reasoning Across Mathematics and Science Using TIMSS 2011 Assessment Items. Int J of Sci and Math Educ (2023). https://doi.org/10.1007/s10763-023-10353-2
ISSN1573-1774
URLhttps://udspace.udel.edu/handle/19716/33060
Languageen_US
PublisherInternational Journal of Science and Mathematics Education
Keywordscovariational reasoning
Keywordsmathematics
Keywordsscience
KeywordsTIMSS
TitleExploring the Prevalence of Covariational Reasoning Across Mathematics and Science Using TIMSS 2011 Assessment Items
TypeArticle
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