Promoting uncertainty to support preservice teachers’ reasoning about the tangent relationship

Including opportunities for students to experience uncertainty in solving mathematical tasks can prompt learners to resolve the uncertainty, leading to mathematical understanding. In this article, we examine how preservice secondary mathematics teachers’ thinking about a trigonometric relationship was impacted by a series of tasks that prompted uncertainty. Using dynamic geometry software, we asked preservice teachers to compare angle measures of lines on a coordinate grid to their slope values, beginning by investigating lines whose angle measures were in a near-linear relationship to their slopes. After encountering and resolving the uncertainty of the exact relationship between the values, preservice teachers connected what they learned to the tangent relationship and demonstrated new ways of thinking that entail quantitative and covariational reasoning about this trigonometric relationship. We argue that strategically using uncertainty can be an effective way of promoting preservice teachers’ reasoning about the tangent relationship.     

Middle school students’ construction of quantitative unknowns

Two iterative, after school design experiments with small groups of middle school students were conducted to investigate how students constructed quantitative unknowns, conceived of as values of fixed quantities that are not known but can be determined. Students solved problems about an unknown height or length measured in two different units. Of 13 students who participated, 6 structured quantities into three levels of units. These students constructed an unknown as a height consisting of an indeterminate number of length units, each of which consisted of smaller length units, and they symbolized these relationships in their equations. The other 7 students structured quantities into two levels of units. Five of these students symbolized only the relationships between the measurement units, with two students demonstrating more basic and advanced solutions. The study shows that grappling with unknowns as measured and indeterminate is beneficial for students’ construction of variable.     

Backward transfer influences from quadratic functions instruction on students’ prior ways of covariational reasoning about linear functions

The study reported in this article examined the ways in which new mathematics learning influences students’ prior ways of reasoning. We conceptualize this kind of influence as a form of transfer of learning called backward transfer. The focus of our study was on students’ covariational reasoning about linear functions before and after they participated in a multi-lesson instructional unit on quadratic functions. The subjects were 57 students from two authentic algebra classrooms at two local high schools. Qualitative analysis suggested that quadratic functions instruction did influence students’ covariational reasoning in terms of the number of quantities and the level of covariational reasoning they reasoned with. These results further the field’s understanding of backward transfer and could inform how to better support students’ abilities to engage in covariational reasoning.     

Connecting multiplicative thinking and mathematical reasoning in the middle years

Mathematical reasoning and problem solving are recognised as essential 21st century skills. However, international assessments of mathematical literacy suggest these are areas of difficulty for many students. Evidenced-based learning trajectories that identify the key ideas and strategies needed to teach mathematics for understanding and support these important capacities over time are needed to support teachers and curriculum developers so that they do not have to rely solely on mathematics content knowledge. Given this goal and recent evidence to suggest a relationship between the development of multiplicative thinking and mathematical reasoning, this paper explores the processes involved in developing a single, integrated scale for multiplicative thinking and mathematical reasoning using data from a four-year design-based project to establish learning and assessment frameworks for algebraic, geometrical and statistical reasoning in the middle years of schooling.     

An analytical comparison of students’ reasoning in the context of Inquiry-Oriented Instruction: The case of span and linear independence

In this report we analyze differences in reasoning about span and linear independence by comparing written work of 126 linear algebra students whose instructors received support to implement a particular inquiry-oriented (IO) instructional approach compared to 129 students whose instructors did not receive that support. Our analysis of students’ responses to open-ended questions indicated that IO students’ concept images of span and linear independence were more aligned with the formal concept definition than the concept images of Non-IO students. Additionally, IO students exhibited more coordinated conceptual understandings and used deductive reasoning at higher rates than Non-IO students. We provide illustrative examples of systematic differences in how students from the two groups reasoned about span and linear independence.     

Fuzzy logic in measurements

Our main interest in this paper is to translate from “natural language” into “system theoretical language”. This is of course important since a statement in system theory can be analyzed mathematically or computationally. We assume that, in order to obtain a good translation, “system theoretical language” should have great power of expression. Thus we first propose a new frame of system theory, which includes the concepts of “measurement” as well as “state equation”. And we show that a certain statement in usual conversation, i.e., fuzzy modus ponens with the word “very”, can be translated into a statement in the new frame of system theory. Though our result is merely one example of the translation from “natural language” into “system theoretical language”, we believe that our method is fairly general.     

Counterfactual Reasoning in Time-Symmetric Quantum Mechanics

A qualification is suggested for the counterfactual reasoning involved in some aspects of time-symmetric quantum theory (which involves ensembles selected by both the initial and final states). The qualification is that the counterfactual reasoning should only apply to times when the quantum system has been subjected to physical interactions which place it in a “measurement-ready condition” for the unperformed experiment on which the counterfactual reasoning is based. The defining characteristic of a “measurement-ready condition” is that a quantum system could be found to have the counterfactually ascribed property without direct physical interaction with the eigenstate corresponding to that property.     

专家系统中证据的合成,传播与修正

在专家系统中，由于证据的不确定性和推理规则的不确定性，推理也相应地发生变化，需要对证据进行合成、传播与修正。有许多文献进行了研究［２］，［３］，［４］，但已有的方法大都是针对不同的不确定性推理给出不同的方法。“本文旨在给出不确定性推理中证据合成、传播与修正的一般公式。