Mono- and Multi-Representational Learning of the Covariational Aspect of Functional Thinking

Abstract Using multiple external representations is advocated for learning in STEM education. This approach assumes that promote richer mental and a deeper understanding of the concept. In mathematics, concept function prototypical content area which are used. However, there hardly any experimental studies investigating effect functional thinking with compared to only one form representation. Therefore, this article reports on quasi-experimental intervention study students from Grade 7, using three measurement time points. The multi-representational both tables graphs mono-representational either or graphs. results show led advantages qualitative thinking. quantitative thinking, did not result higher gains than exclusively Furthermore, were better able transfer their knowledge vice versa. also indicate requires more but can lead gains. sum, complex interaction process between forms