Logarithmic-exponential covariational in future mathematics teachers. A case study

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Abstract

The present study contributes to the body of research about the development of covariational reasoning in future mathematics teachers. We report the mental actions and levels of logarithmic-exponential covariational reasoning perceived in sixth semester undergraduate students in mathematics during a teaching experiment developed by a future mathematics teacher who is immersed in a research project. The tasks of the teaching experiment begin with a geometric construction of points of a curve using GeoGebra for students to explore the variations and describe the curve that adjusts the points. The students determine a general expression for the construction of any point by recognizing the two progressions: arithmetic and geometric. However, they show the complexity of developing a continuous covariation reasoning from a task that encourages discrete covariation reasoning.

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Martínez, M. T., Escolá, M. F., & Sierra, G. M. (2021). Logarithmic-exponential covariational in future mathematics teachers. A case study. Educacion Matematica, 33(1), 41–70. https://doi.org/10.24844/EM3301.02

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