Functions represented as linear sequential data: relationships between presentation and student responses

Michal Ayalon, Anne Watson, Steve Lerman

Research output: Contribution to journalArticlepeer-review


This study investigates students’ ways of attending to linear sequential data in two tasks, and conjectures possible relationships between those ways and elements of the task design. Drawing on the substantial literature about such situations, we focus for this paper on linear rate of change, and on covariation and correspondence approaches to linear data. Data sources included a survey instrument of six tasks that was developed in collaboration with a group of teachers, and the tasks for this paper are two concerned with linear functions. The whole survey was given to 20 students from each of UK years 7–11 and 10 students from each year 12–13 (total of 120 students). Our analytical approach was to identify what all students appear to do, not how correct they were or what pre-determined methods they might use. Our analysis uses theories of dual-process and dynamic graded continuum to suggest conjectures about how students’ capabilities in acting with sequential data depend to some extent on task features, as well as on curriculum and pedagogy.

Original languageEnglish
Pages (from-to)321-339
Number of pages19
JournalEducational Studies in Mathematics
Issue number3
StatePublished - 1 Nov 2015
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2015, Springer Science+Business Media Dordrecht.


  • Correspondence
  • Covariation
  • Generalising linear functions
  • Rate of change
  • Sequences
  • Task design

ASJC Scopus subject areas

  • Education
  • General Mathematics


Dive into the research topics of 'Functions represented as linear sequential data: relationships between presentation and student responses'. Together they form a unique fingerprint.

Cite this