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This study focuses on the covariacional reasoning of grade 10 students. We aim to analyze how they explore relationships between variables and establish covariation when using the TinkerPlots and how the use of the software contributes to their covariacional reasoning. Data were collected by individual interviews in which students carried out an exploratory task focus on the understanding of covariation, using the TinkerPlots. The results show that students used the software to create a variety of meaningful plots in order to support their covariacional reasoning. Although their understanding of the data is often dominated by reference to individual points, most students can also make global interpretations of the trend of the data in their graphs and use them to make inferences, along with their knowledge of the context.
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This study focuses on the covariacional reasoning of grade 10 students. We aim to analyze how they explore relationships between variables and establish covariation when using the TinkerPlots and how the use of the software contributes to their covariacional reasoning. Data were collected by individual interviews in which students carried out an exploratory task focus on the understanding of covariation, using the TinkerPlots. The results show that students used the software to create a variety of meaningful plots in order to support their covariacional reasoning. Although their understanding of the data is often dominated by reference to individual points, most students can also make global interpretations of the trend of the data in their graphs and use them to make inferences, along with their knowledge of the context.
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