The Developmental Shift of Preservice Mathematics Teachers^ Covariational Reasoning in Graphing Activities Yosep Dwi Kristanto
Mathematics Education Department, Sanata Dharma University, Yogyakarta, Indonesia
Abstract
Preparing preservice mathematics teachers (PSMTs) to make informed decisions and take action individually and collectively in addressing the urgent sustainability challenges is the goal of education for sustainable development. Therefore, PSMTs^ literacy in interpreting data and graphing with regard to the sustainability challenges available in the news and mass media is essential. Covariational reasoning serves as a way of thinking for PSMTs to create and interpret graphs as they envision two quantities that vary simultaneously. The present study aims to discuss how three preservice mathematics teachers^ covariational reasoning develops as they represent relationships between two quantities that vary in tandem. The study employed a case study method. The subjects of the study were three PSMTs from a private university in Yogyakarta, Indonesia. The PSMTs complete a digital task sequence during a teaching experiment. The digital task sequence was developed in Desmos. The digital task sequence facilitates the PSMTs to graph the relationship between the volume and height of water in various bottles. Their responses were analyzed using the Covariation Framework. The data analysis showed that the PSMTs^ covariational reasoning developed, progressing from the gross coordination of values to the chunky continuous variation level.
