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Mystery Plots: Motivating Algebraic Model Building with Dynamic Sketches

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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.identifier.uri
dc.identifier.uri http://hdl.handle.net/2374.MIA/4413 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.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
dc.date.published 2010-06-06 en_US


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