{"id":1863,"date":"2017-07-29T00:49:08","date_gmt":"2017-07-29T00:49:08","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1863"},"modified":"2017-07-29T00:49:08","modified_gmt":"2017-07-29T00:49:08","slug":"stability-and-conceptual-change-about-rate-of-change","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/29\/stability-and-conceptual-change-about-rate-of-change\/","title":{"rendered":"Stability and conceptual change about rate of change"},"content":{"rendered":"<p><a href=\"mailto:cdolores@uagro.mx\">Cris\u00f3logo Dolores Flores<\/a><br \/>\n<a href=\"mailto:jagarcia@uagro.mx\">Javier Garc\u00eda-Garc\u00eda<\/a><br \/>\n<a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/moreno-en\/\">Ang\u00e9lica G\u00e1lvez-Pacheco<\/a><\/p>\n<p><strong>Abstract<\/strong>. This article reports one research conducted with the aim of studying<br \/>\nthe stability and conceptual change about some rates of change in high school<br \/>\nstudents. For this purpose, a learning sequence was designed, implemented, and<br \/>\nevaluated, in an upper secondary education school. A pre-post assessment was<br \/>\nused to evaluate the results of the study. The students\u2019 conceptions were compared.<br \/>\nChanges entail transiting from interpreting speed in a distance-time graph<br \/>\nas \u201ca point\u201d or as \u201ca magnitude of the distance\u201d to the geometrical conception<br \/>\nof \u201cvertical displacement\u201d with respect to \u201chorizontal displacement\u201d; from being<br \/>\nfixed by the formula v = d\/t to the use of the difference quotient v = Ds\/Dt.<br \/>\nStability was noted in the conception associated with the ordinates of greater<br \/>\nmagnitude of a graphical time-height, as they represent the \u201cfaster growth\u201d.<\/p>\n<p><strong>Keywords:<\/strong> Conceptual Change, Stability, Rate of Change, Speed, Rapidity.<\/p>\n<p>DOI: 10.24844\/EM2902.05<\/p>\n<p><a href=\"\/descargas\/Vol29\/2\/05Dolores.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-279 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cris\u00f3logo Dolores Flores Javier Garc\u00eda-Garc\u00eda Ang\u00e9lica G\u00e1lvez-Pacheco Abstract. This article reports one research conducted with the aim of studying the stability and conceptual change about some rates of change in high school students. For this purpose, a learning sequence was designed, implemented, and evaluated, in an upper secondary education school.\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/29\/stability-and-conceptual-change-about-rate-of-change\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1863"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1863"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1863\/revisions"}],"predecessor-version":[{"id":1864,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1863\/revisions\/1864"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1863"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1863"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1863"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}