ABSTRACT
The chapter is on how to analyze classroom situations and students’ evolving conceptualization of function as covariation at the upper-secondary level in authentic modelling situations involving the use of digital tools. To address this aim, we take a networking perspective to develop a framework by combining Connected Working Spaces (CWS) and Abstraction in Context (AiC). We privilege authentic modelling tasks utilizing the potential of different models and the use of digital environments offering integrated algebraic and geometrical representations of function. Another question is how the combination of the two frameworks can help to make sense of students’ evolutions in the path from physical context to algebra. The combined analyses based on the two frameworks allow a deeper look at students’ cognitive evolution as they experience functions in a plurality of settings: physical context, geometry, measures, algebra. CWS allows for distinguishing these settings and their connections, focussing on instrumental, semiotic and discursive dimensions and their coordination in students’ work. AiC allows for making sense of students’ progress by analyzing knowledge construction within and between these settings.
