An Unexpected Influence on a Quadratic

Autor/in	Davis, Jon D.
Titel	An Unexpected Influence on a Quadratic
Quelle	In: Mathematics Teacher, 107 (2013) 3, S.212-218 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Secondary School Mathematics; Graphing Calculators; Mathematics Instruction; Educational Technology; Teaching Methods; Equations (Mathematics); Mathematical Concepts + Suchen Sie Ihr Suchwort? Grafischer Taschenrechner; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Equations; Mathematics; Gleichungslehre
Abstract	Using technology to explore the coefficients of a quadratic equation can lead to an unexpected result. This article describes an investigation that involves sliders and dynamically linked representations. It guides students to notice the effect that the parameter "a" has on the graphical representation of a quadratic function in the form f(x) = ax[superscript 2] + bx + c, and understand why this effect occurs. Students engaging in this activity develop a deeper understanding of quadratic functions. This investigation uses dynamic sliders connected to quadratic function parameters and the symbolic manipulation capabilities of a computer algebra system to understand this complexity. In the process, students develop a deeper understanding of the quadratic function concept and the connections among its graphical, standard, and vertex forms. Knowledge that is rich in connections is more likely to be retained by students (Bransford Brown, and Cocking 2000), and the explorations into the effect of parameters described here helps prepare students for more advanced mathematics topics. In addition, this article embodies a strategic use of technology as advocated in the Common Core State Standards for Mathematics Standards for Mathematical Practice. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10