Mathematical Understanding Based on the Mathematical Connections Made by Mexican High School Students Regarding Linear Equations and Functions

Abstract

The aim of this research was to analyze the level of mathematical understanding based on the mathematical connections made by a group of Mexican High School students when solving mathematical tasks related to the concepts of equation and linear function. The study employed the thinking aloud method to collect data, whereby students verbalized their thought processes while solving three mathematical tasks, followed by answering some final questions. The collected data were analyzed using a simplified version of thematic analysis based on a preliminary framework adopted in this research. The findings revealed that students demonstrated different levels of mathematical understanding depending on the types of mathematical connections they made. Moreover, these outcomes facilitated the refinement of the preliminary framework, providing a more precise set of indicators for each tier of mathematical understanding. These indicators can be valuable resources for educators and researchers, offering guidance in developing instructional strategies aimed at promoting higher levels of mathematical understanding within the classroom.