I have been thinking hard about how students make sense of graphs.
In my April 17 Global Math Department webinar, we’ll explore ways to help students see #HowGraphsWork
I hope many are able to join us. In case you aren’t able to make it, or if you would like to access resources after the webinar, I included links in this space.
Slides from the webinar
Open Access Online activities
Desmos Activities: Cannon Man, Toy Car, and Ferris Wheel
NCTM Illuminations Ferris Wheel Interactive
a Blog post and an Article
Steve Phelps’ (@giohio) Desmos Sketches
Isosceles Triangle v4
(Graphs selected in partnership with Sharon Hessney, the Statistics Content Director at Mass Insight Education)
Sea levels aren’t just rising. They’re rising FASTER.
Yet how do students come to make sense of variation in change? How do “increasing” increases become things for students?
In a March 2018 episode of the Math Ed Podcast, I talked with Sam Otten (@ottensam) about an article I co-authored with Evan McClintock. I share results of the study and offer insights into our research process.
We found that students who discerned variation in increases also reasoned about attributes as being capable of varying and possible to measure.
Students’ willingness to share their thinking is key to our research. Learn how we position students as experts when conducting math interviews.
Our article is available open access:
Johnson, H. L & McClintock, E. (2018). A link between students’ discernment of variation in unidirectional change and their use of quantitative variational reasoning. Educational Studies in Mathematics. 97(3), 299-316. doi: 10.1007/s10649-017-9799-7
I also talked about this article in an earlier blog post:
Give students opportunities to make sense of varying increases