A framework for characterizing students’ cognitive processes related to informal best fit lines
Informal best fit lines frequently appear in school curricula. Previous research collectively illustrates that the adjective informal does not translate to cognitive simplicity. Using existing literature, we create a hypothetical framework of cognitive processes associated with studying informal best fit lines. We refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.
Using existing literature, authors create a hypothetical framework of cognitive processes associated with studying informal best fit lines and refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.