A Quadratic to a Quadratic? This Is New!

Autor/inn/en	Meagher, Michael S.; Edwards, Michael Todd; Özgün-Koca, S. Asli
Titel	A Quadratic to a Quadratic? This Is New!
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 11, S.860-868 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	High School Students; Mathematics Instruction; Algebra; Problem Solving; Mathematics Skills; Units of Study; Mathematics Teachers; Task Analysis; Inquiry; Active Learning; Teaching Methods; Graphs; Computer Software; Teacher Student Relationship; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lerneinheit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Aufgabenanalyse; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Grafische Darstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Computer based training; Computerunterstützter Unterricht
Abstract	Too often, high school algebra students encounter topics in a discrete, disconnected fashion. In the authors' first years of teaching, they found students to be adept at solving problems they were currently studying; for instance, they could solve quadratics during a quadratics unit. Too often, however, students struggled with that same content once they moved onto new topics in the same course. For instance, the quadratic formula, a routine algorithm in October, was quickly forgotten by spring, when exponential functions were the focus. As the authors gained confidence and experience as teachers, they retooled their instruction to encourage students to make connections across topics throughout the school year. In this article, they share an investigation that exemplifies this style of practice, a rich task designed for second-year algebra students, one that connects polynomial and exponential functions in a way that fosters inquiry, discovery, and problem-solving tenacity. More specifically, they explore the Quadratic to a Quadratic (Q2Q) task, a low-threshold, high-ceiling task that encourages students to use a variety of problem-solving strategies as they find solutions to a nonroutine algebraic equation. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01