Conceiving Phase Shift as Time Travel

Autor/inn/en	Connelly, Jeffrey; Garcia, Pablo
Titel	Conceiving Phase Shift as Time Travel
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 5, S.366-377 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
DOI	10.5951/MTLT.2023.0001
Schlagwörter	Graphs; Mathematics Instruction; Teaching Methods; Teacher Student Relationship; Personal Autonomy; Lesson Plans; Mathematical Concepts; Concept Formation; Intuition; Grade 11; High School Students; Calculus; Educational Technology; Video Technology; Thinking Skills + Suchen Sie Ihr Suchwort? Grafische Darstellung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Lesson planning; Unterrichtsplanung; Concept learning; Begriffsbildung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Unterrichtsmedien; Denkfähigkeit
Abstract	Helping students reach a clear understanding of the cause-and-effect relationship between changes in parameter and the graph of an equation is the focus of the activity outlined in this article. The behavior of phase shifts has been regarded as counterintuitive for many people, and often, because of this, conflict between student intuition and teacher instruction arises in the classroom (Zazkis et al., 2003). Math action technology can be used to position students as mathematical explorers and empower them to develop a greater sense of agency (McCulloch et al., 2021). In this lesson, the authors used Desmos's Activity Builder to help students discover, arrive at, and understand the "why" of the phase shift concept. (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