Open AccessInvestigating Covariational Reasoning: What Do Students Show when Solving Mathematical Problems?
Author(s) -
Yusuf Fuad,
Rooselyna Ekawati,
A’yunin Sofro,
Linda Devi Fitriana
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1417/1/012061
Subject(s) - mathematics education , action (physics) , graph , fraction (chemistry) , function (biology) , variable (mathematics) , proportional reasoning , mathematics , psychology , discrete mathematics , mathematical analysis , chemistry , physics , organic chemistry , quantum mechanics , evolutionary biology , biology
Covariational reasoning plays a significant role for solving problems. This study examines the covariational reasoning of master program students when solving mathematical problems such as fraction, velocity and acceleration, proportion, and integral. 26 students of mathematics education master program, Universitas Negeri Surabaya, are involved in this study. Generally, mental action of students is more prominent on fraction and proportion than on the other issues. On fraction and proportion problems, most students are able to fulfill all mental actions such as coordinating the value, the direction, and the amount of change of one variable, and also coordinating the average and the instantaneous rate of change of the function. However, on velocity, acceleration, and integral problems most students cannot show their mental actions well. They only fulfill 3 of 5 mental actions of covariational reasoning. Generally, the shape of their graph related to those problems are irrespective with initial point. These findings suggest that learning in mathematics should place increased emphasis on problem involving graph to promote covariational reasoning of the students.