Understanding Linear Functions and Their Representations

Autor/in	Wells, Pamela J.
Titel	Understanding Linear Functions and Their Representations
Quelle	In: Mathematics Teaching in the Middle School, 21 (2015) 5, S.308-313 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Leitfaden; Unterricht; Lehrer; Secondary School Mathematics; Middle School Students; Grade 8; Mathematics Instruction; Mathematical Concepts; Mathematics Activities; Visual Aids; Task Analysis; Mathematics Skills; Abstract Reasoning; Graphs; Equations (Mathematics); Word Problems (Mathematics); Tables (Data); Problem Solving + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Anschauungsmaterial; Aufgabenanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Grafische Darstellung; Equations; Mathematics; Gleichungslehre; Textaufgabe; Tabelle; Problemlösen
Abstract	Linear functions are an important part of the middle school mathematics curriculum. Students in the middle grades gain fluency by working with linear functions in a variety of representations (NCTM 2001). Presented in this article is an activity that was used with five eighth-grade classes at three different schools. The activity contains 15 cards that can be sorted to create 4 sets of cards, with each set representing one particular linear function. Some cards will not fit into any set, which automatically increases the cognitive demand of the task. (ERIC).
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	2020/1/01