@misc{10481/77482,
year = {2022},
month = {9},
url = {https://hdl.handle.net/10481/77482},
abstract = {This study lies within the feld of early-age algebraic thinking and focuses on describing the functional thinking exhibited by six sixth-graders (11- to 12-year-olds) enrolled in a curricular enhancement program. To accomplish the goals
of this research, the structures the students established and the representations they used to express the generalization of
the functional relationship were analyzed. A questionnaire was designed with three geometric tasks involving the use of
continuous variables in quadratic functions. The students were asked to calculate the areas of certain fgures for which
some data were known, and subsequently to formulate the general rule. The results show that the participating students
had difculties expressing structures involving quadratic functions. However, they displayed the potential to use diferent
types of representations to establish the functional relationship. The originality of this study lies in the diferences observed
in the process of generalization with discrete variables, since, in the case of continuous variables, students could recognize
the general expression from analyzing the set of values that can be attributed to the variables in an interval.},
organization = {EDU2016-75771-P, PID2020-113601GB-I00 and PID2020-117395RB-I00  Spanish State Research Agency},
publisher = {Springer},
keywords = {Functional thinking},
keywords = {Geometric formula},
keywords = {Quadratic functions},
keywords = {Representation},
keywords = {Structure},
title = {Structures and representations used by 6th graders when working with quadratic functions},
doi = {10.1007/s11858-022-01423-w},
author = {Ramírez Uclés, Rafael and Cañadas Santiago, María Consuelo and Damián, Alba},
}