Abstract by Konda Luckau
Graphing practices for linear functions in college algebra
Much of research on graphing has focused on what skills students should learn and common misconceptions among students as they are learning these skills. The problem with this approach is that recently other researchers have found that even experts have trouble reading graphs outside of their area of expertise. Why do experts who, by definition, have acquired skills, have trouble interpreting graphs? This question cannot be answered from a cognitive perspective. For my research, I am looking at graphs with a sociocultural perspective and examining what teachers are attending to when they use graphs in their classrooms. I will share preliminary results and identify practices used when reading linear graphs. This extends our understanding of covariation and the coordination of text with graphing.