Literaturnachweis - Detailanzeige
Autor/inn/en | Edwards, Thomas; Özgün-Koca, S. Asli; Chelst, Kenneth |
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Titel | Visualizing Complex Roots of a Quadratic Equation |
Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 3, S.238-243 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0025-5769 |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Calculus; Mathematics Instruction; Graphs; Computer Software; Teaching Methods; Standards; Learning Activities; Computer Assisted Instruction; Teacher Student Relationship Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Lernaktivität; Computer based training; Computerunterstützter Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | In this article, the authors share activities designed to help students make a connection between the complex roots of X[superscript 2] - 2x + 5 = 0 and the graph of y = X[superscript 2] - 2x + 5. We piloted these activities in three precalculus classes. The activities involved both concrete and technological representations of the mathematical situation. Students manipulated the concrete representation, whereas one of the authors manipulated a GeoGebra representation. In so doing, the authoss believe that students were using these two representations to model and interpret a mathematical phenomenon, as suggested in "Principles and Standards for School Mathematics" (NCTM 2000), as well as making connections between the two representations. (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: https://pubs.nctm.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |