Characterizing preservice teachers' quantitative reasoning evident in graphing activity

Researchers have argued that quantitative and covariational reasoning are foundational reasoning processes in the development of many mathematical concepts. Researchers have also indicated that students and teachers experience difficulty modeling dynamic situations and attending to multiple varying quantities represented by a graph, thus calling for more attention to these reasoning processes across populations. This thesis presents an exploration of preservice secondary mathematics teachers graphing activity with an emphasis on characterizing their quantitative reasoning. Three preservice teachers were selected in order to highlight their diverse ways of thinking while constructing graphs representing varying quantities associated with a dynamic situation.