Mystery Plots: Motivating Algebraic Model Building with Dynamic Sketches
| dc.contributor.author | Edwards, Michael Todd | en_US |
| dc.date.accessioned | 2011-03-14T19:30:12Z | en_US |
| dc.date.accessioned | 2013-07-10T15:09:51Z | |
| dc.date.available | 2011-03-14T19:30:12Z | en_US |
| dc.date.available | 2013-07-10T15:09:51Z | |
| dc.date.issued | 2011-03-14 | en_US |
| dc.date.published | 2010-06-06 | en_US |
| dc.description.abstract | In this paper, we explore the use of dynamic geometry software (DGS) as a medium for changing student and teacher interactions (and attitudes) with functions. We o er three examples of sketches that may be used to encourage students to build their own functions. Moreover, we share a strategy for developing additional sketches, namely our three-step MTA process (Measure - Trace - Algebratize). Note that these steps roughly correspond to concrete, iconic, and symbolic levels of representation proposed by Bruner (1960; 1966). As our examples illustrate, the MTA approach provides students with opportunities to explore and construct remarkably non-standard functions - often beautiful, unexpected, and thoroughly original. | en_US |
| dc.identifier.uri | ||
| dc.identifier.uri | http://hdl.handle.net/2374.MIA/4413 | en_US |
| dc.subject | DGS (dynamic geometry software) | en_US |
| dc.subject | MTA process (Measure - Trace - Algebratize) | en_US |
| dc.subject | teaching methods | en_US |
| dc.title | Mystery Plots: Motivating Algebraic Model Building with Dynamic Sketches | en_US |
| dc.type | Text | en_US |