| Popis: |
Said succinctly, transfer refers to relations of similarity students construct during and among learning experiences. Researchers’ recent descriptions of transfer include explaining how different learning experiences influence each other and the meanings students construct for mathematics concepts. In this chapter, I discuss students’ transfer against the backdrop of two distinct students’ meanings for graphs—meanings Thompson and I introduced as instances of graphical shape thinking. Graphical shape thinking has two primary forms, each representing an epistemic subject. In illustrating two forms of graphical shape thinking and their relationships with students’ transfer actions, I discuss a perspective on concept construction that marries forward transfer, backward transfer, and the two forms of graphical shape thinking (and, more broadly, quantitative reasoning). I also provide related ideas for future directions in research. |
