STUDENTS’ COVARIATIONAL REASONING REVIEWED FROM COGNITIVE STYLES

Modeling the Growth of Students’ Covariational Reasoning during an Introductory Statistics Course

This study examined students’ development of reasoning about quantitative bivariate data during a one-semester university-level introductory statistics course. There were three research questions of interest: (1) What is the nature, or pattern of change in students’ development in reasoning throughout the course?; (2) Is the sequencing of quantitative bivariate data within the course associated...

Accountants’ cognitive styles and ethical reasoning: A comparison across 15years

Recent attention to accountants’ ethics in the news, in professional practice, and by academia leads to questions about the ethical and cognitive characterization of students selecting accounting careers. We employ the Myers/Briggs Type Indicator (MBTI) for assessing cognitive styles, and the Defining Issues Test (DIT) for assessing ethical reasoning to study differences between two groups of a...

Covariational Reasoning and Quantification in a College Algebra Course

Introduction It is well documented that even high performing precalculus and calculus students have weak understandings of the function concept (Carlson, 1998). Studies have revealed that the ability to reason covariationally (e.g., consider formulas and graphs as representing the varying magnitude of two quantities as they change in tandem) is critical for understanding functions and central c...

Proof styles in multimodal reasoning

Cognitive Styles in Two Cognitive Sciences

Miller (1990) suggests that communication between linguistics and psychology is hampered for essentially cognitive reasons: linguists favor simplifying explanations while psychologists favor causal explanations. This paper reformulates this suggestion as three testable hypotheses. First, scientists vary in cognitive style from rationalist/nomological to empiricist/mechanistic. Second, linguisti...