Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.

Chapter 3: Epistemological and Cognitive Aspects of Time: A Tool Perspective

Michal Yerushalmy and Beba Shternberg
Journal for Research in Mathematics Education. Monograph
Vol. 13 (2005)
Stable URL: http://www.jstor.org/stable/30037731
Page Count: 13
  • Read Online (Free)
  • Subscribe ($19.50)
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Chapter 3: Epistemological and Cognitive Aspects of Time: A Tool Perspective
Preview not available

Abstract

In this study, we focus on the first steps of qualitative modeling of temporal phenomena. In particular, we analyze subtleties involved in the analysis of images of "hand-made motion." We start with the description of the rationale of the environment on which this study is based. We then describe two pairs of seventh graders who are involved in modeling a given physical phenomenon. Episode 1 (approximately one minute) involves the efforts of one pair of students to understand the correlation between graphs and the path produced by the motion of a hand. We attempt to identify various issues students encounter in explaining how the trajectory of the hand is represented in graphs of "x over time" and "y over time." Episode 2 (approximately two minutes) concerns a dialogue between two students about the role and representation of time in the graphs. Their discussion brings up issues regarding time as an independent variable and as a causal influence on the graph. We close by discussing connections among different fields of modeling as reflected in the design of the learning environment engaged in this study.

Page Thumbnails

  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]
  • Thumbnail: Page 
[unnumbered]
    [unnumbered]