Mystery Plots: Motivating Algebraic Model Building with Dynamic Sketches

dc.contributor.author	Edwards, Michael Todd
dc.date.accessioned	2011-03-14T19:30:12Z
dc.date.available	2011-03-14T19:30:12Z
dc.date.issued	2011-03-14
dc.identifier.uri	http://hdl.handle.net/2374.MIA/4413
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

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