Brief Research ReportEstimation of Exponential Expressions by High School Students
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The negative sign and exponential expressions: Unveiling students' persistent errors and misconceptions
2013, Journal of Mathematical BehaviorCitation Excerpt :Early algebra is dominated by linear functions and the transition to exponential functions requires students to understand magnitude in new ways (Kieran, 2007). Estimating the magnitude of an exponential function is difficult for students partly because they cannot apply the same reasoning as in the linear case (Mullett & Cheminat, 1995; Sastre & Mullet, 1998). Pitta-Pantazi et al. (2007) used comparisons of exponential expressions as the basis to propose a model for understanding students’ conceptual development of exponential reasoning.
Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds
2008, Cognitive DevelopmentForecasting exponential growth and exponential decline: Similarities and differences
2008, Acta PsychologicaCitation Excerpt :Nevertheless, research findings suggest that both adolescents and adults understand and predict such non-linear phenomena only poorly (De Bock, Verschaffel, & Janssens, 1998, 2002; Van Dooren, De Bock, Depaepe, Janssens, & Verschaffel, 2003). This finding has also been demonstrated for a special type of non-linear processes, namely exponential processes that were often significantly underestimated (e.g., Doerr, 2006; Mullet & Cheminat, 1995; Wagenaar & Timmers, 1978, 1979). Three theoretical approaches were made to explain these rather weak performances in forecasting exponential processes.
Secondary school students' levels of understanding in computing exponents
2007, Journal of Mathematical BehaviorOn getting it right by being wrong: A case study of how flawed research may become self-fulfilling at last
2022, Proceedings of the National Academy of Sciences of the United States of AmericaNo power: exponential expressions are not processed automatically as such
2021, Psychological Research