Abstract by Caroline Lefler
Covariational reasoning is the ability to represent and interpret changes in quantities in different functional situations. Researchers have also identified covariational reasoning as essential for understanding concepts in beginning calculus (Carlson, 2010). I will investigate how the two Math 110 courses (Pathways to College Algebra and the regular course) address covariational reasoning by analyzing student data from the Precalculus Concept Assessment (PCA). I will also determine if there is a correlation between students’ PCA scores and their success in beginning calculus.