Covariational reasoning among U.S. and South Korean secondary mathematics teachers

Patrick W. Thompson, Neil J. Hatfield, Hyunkyoung Yoon, Surani Joshua, Cameron Byerley

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


We investigated covariational reasoning among 487 secondary mathematics teachers in the United States and South Korea. We presented an animation showing values of two varying magnitudes (v and u) on axes in a Cartesian plane along with a request that they sketch a graph of the value of u in relation to the value of v. We classified teachers’ sketches on two independent criteria: (1) where they placed their initial point, and (2) their graph's overall shape irrespective of initial point. There are distinct differences on both criteria between U.S. and South Korean teachers, suggesting that covariational reasoning is more prominent among South Korean secondary teachers than among U.S. secondary teachers. The results also suggest strongly that forming a multiplicative object that unites quantities’ values is necessary to express covariation graphically.

Original languageEnglish (US)
Pages (from-to)95-111
Number of pages17
JournalJournal of Mathematical Behavior
StatePublished - Dec 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Psychology
  • Applied Mathematics


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