While working with high school students at a Mathematics, Physics, and Advanced Technology Exploration Day, we observed an activity in which students tried to reproduce a distance-time graph by walking. They used a Calculator-Based Ranger (CBR) to collect data about their distance from a motion detector and to generate a distance-time graph in real time. During the activity, the students clearly did not understand the distance information that the given graph was conveying.
The nature of question posing and categorization of types of questions in relation to the desired purpose. Suggestions for obtaining richer information of what students understand are discussed.
This investigation introduces the students to the process of conjecture followed by proof, and the combination of manipulatives and technology allows this process to be approached earlier than traditionally thought appropriate.
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