This article argues for a shift in how researchers discuss and examine students' uses and understandings of multiple representations within a calculus context. An extension of Zazkis, Dubinsky, and Dautermann's (1996) visualization/analysis framework to include contextual reasoning is proposed. Several examples that detail transitions between modes of reasoning and how these transitions inform students' reasoning in a calculus context are discussed. These examples are used to provide evidence for the usefulness of the model for unpacking student reasoning.
|Number of pages
|Canadian Journal of Science, Mathematics and Technology Education
|Published - Oct 1 2016
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