Data Modeling Using Finite Differences

Autor/inn/en	Rhoads, Kathryn; Mendoza Epperson, James A.
Titel	Data Modeling Using Finite Differences
Quelle	In: Mathematics Teacher, 110 (2017) 9, S.709-713 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematical Models; Intervals; Mathematics Instruction; Algebra; Mathematical Formulas; Secondary School Mathematics; High School Students; Secondary School Teachers; Arithmetic + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Mathematische Formel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The Common Core State Standards for Mathematics (CCSSM) states that high school students should be able to recognize patterns of growth in linear, quadratic, and exponential functions and construct such functions from tables of data (CCSSI 2010). In their work with practicing secondary teachers, the authors found that teachers may make some tacit assumptions when modeling data with functions, and this article addresses two points that are commonly overlooked: 1. An "n"th-degree polynomial is not the only type of function that can model data with constant "n"th differences over equal-size intervals. 2. An "n"th-degree polynomial is, however, the only type of function with domain R that has constant "n"th differences over equal-size intervals without restricting interval size or input values. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01