I share highlights from our research study published on February 28, 2020. (Scroll for article link.) What are students trying to do when sketching graphs? What do students think graphs “should” represent? What We Did We conducted a set of three individual interviews with 13 high school students (8 eleventh grade, 5 ninth grade). Students …
Students have many opportunities to use different types of representations to show the same relationship between variables (e.g., graphs, tables, equations). Students also benefit from opportunities to use different forms of the same type of representation (two different looking graphs) to show the same relationship between variables. Wonder how that can be? Check out this …
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, …
Sea levels aren’t just rising. They’re rising FASTER. https://www.cnn.com/2018/02/12/world/sea-level-rise-accelerating/index.html 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 …
Read more “Increases can increase? Learn what students think”
2018 began with news articles about varying increases: U.S. Private Payrolls Growth Accelerates; Jobless Claims Up UK Productivity Growth Hits Six-Year High After Weakest Decade Since 1820s Euro Zone Factory Growth Surges to Record; More Uneven in Asia What kinds of opportunities help students to make sense of accelerating growth? In our recent research article, …
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In math classes, students work with graphs. A LOT. Yet, what do students think graphs are? Why might students sketch or use graphs? A powerful way for students to think about graphs: As relationships between “things” that can change Together with Dan Meyer and the team at Desmos, I developed activities, “Techtivities” to provide students …
Consider this problem: Sketch a graph of a function y=f(x). Now sketch a graph of y=f(ax) for some constant value a>1. Reflect. What kind of graph did you sketch for y=f(x)? How did you decide what to sketch? Did you choose a particular value for a? How does your graph of y=f(ax) compare to your graph of y=f(x)? What is …
