The Contrast of Covariational Reasoning and Other Problem Solving Methods of a Calculus Student

Research has shown that covariational reasoning is indicative of success across a variety of mathematics topics, especially calculus. This paper will build on the prior research by examining one calculus student’s covariational reasoning over a multiple term teaching experiment. The tasks associated with the teaching experiment appear in a variety of mathematical forms, and in varying contexts, so that the student’s techniques for each task provide results that can be interpreted using existing frameworks. Analyzing the covariational reasoning of the student with these frameworks reveals relationships between the methods the student uses to solve tasks involving covariational reasoning and the student’s abilities to successfully solve the tasks