In this article, we address a call by Thompson and Carlson to directly contribute to defining the variation of students' reasoning about varying quantities. We show that students as young as in sixth grade can engage in complex forms of reasoning about multiple quantities in contexts that involve exploring science phenomena using interactive…

This paper introduces two theoretical constructs, open-loop covariation and closed-loop covariation, that combine covariational reasoning and causality to characterize the way that three preservice mathematics teachers conceptualize a feedback loop relationship in a mathematical task related to climate change. The study's results suggest that the…

Productive problem solving, concept construction, and sense making occur through the core process of abstraction. Although the capacity for domain-general abstraction is developed at a young age, the role of abstraction in increasingly complex and disciplinary environments, such as those encountered in undergraduate STEM education, is not well…

THE THEME OF THIS PAPER IS THAT EVERY TEACHER IS A TEACHER OF READING WHEREVER AND WHENEVER THE SKILLS ARE NEEDED. SINCE THE READING CONSULTANT IS PRIMARILY CONCERNED WITH REMEDIATION, THE NEED FOR IMPLEMENTING READING SKILLS IN SUBJECT MATTER COURSES IS IN THE HANDS OF THE TEACHERS IN EACH OF THESE AREAS. THE TEACHING OF THE FUNDAMENTAL…