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dc.contributor.authorEdwards, Michael Todden_US
dc.date.accessioned2011-03-14T19:30:12Zen_US
dc.date.accessioned2013-07-10T15:09:51Z
dc.date.available2011-03-14T19:30:12Zen_US
dc.date.available2013-07-10T15:09:51Z
dc.date.issued2011-03-14en_US
dc.identifier.uri
dc.identifier.urihttp://hdl.handle.net/2374.MIA/4413en_US
dc.description.abstractIn 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.subjectDGS (dynamic geometry software)en_US
dc.subjectMTA process (Measure - Trace - Algebratize)en_US
dc.subjectteaching methodsen_US
dc.titleMystery Plots: Motivating Algebraic Model Building with Dynamic Sketchesen_US
dc.typeTexten_US
dc.date.published2010-06-06en_US


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