Tell a Piecewise Story

Sinclair, Nathalie; Armstrong, Alayne

doi:10.5951/mtms.16.6.0346

Cited by 2 publications

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“…The walk-a-graph activity provided real-life data, not only quasi real-life data as is most common in school mathematics. In addition, using their own body as moving object may have made the experience even more realistic to the students than moving a fictional character on screen as in the SimCalc project (Roschelle et al, 2010) or the approach described by Sinclair and Armstrong (2011). Data from the Q-sorting activity showed that the lessons reported on here may have had positive impact on the epistemological obstacles as highlighted by Sierpinska (1992), like attitudes and beliefs.…”

Section: Discussionmentioning

confidence: 84%

“…To support the learning of functions, many different kinds of digital tools have been used (e.g., Roschelle et al, 2010;Sinclair & Armstrong, 2011;Tan, Hedberg, Koh, & Seah, 2006). Regardless of point of view on learning outcomes from using technological tools, it is important to realize that use of technology is more than the introduction of new tools.…”

Section: Discussionmentioning

confidence: 99%

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‘Walking a Graph’: Developing Graph Sense Using Motion Sensor Technology

Gjøvik

Sikko

2019

Digit Exp Math Educ

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The teaching and learning of functions have generally been considered a problematic area of school mathematics. Also in Norway, functions have been identified as a difficult topic for many students. In this paper we address some of the difficulties that may arise when introducing the concept of time-distance graphs and discuss misconceptions that can be avoided with our approach. The paper reports on a case study done within the international project FaSMEd (Formative assessment in science and mathematics education). Two groups of grade 6 students were introduced to time-distance graphs for the first time. This happened at an earlier stage than normally dictated by the national curriculum. We show how students indicate they are learning mathematics and developing graph sense through a couple of activities utilizing motion sensor technology. We will see how students express connections with translating movement into language about graphs and how they translate graphs into physical movement.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

‘Walking a Graph’: Developing Graph Sense Using Motion Sensor Technology

Gjøvik

Sikko

2019

Digit Exp Math Educ

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How Multimodality Works in Mathematical Activity: Young Children Graphing Motion

Ferrara

2013

Int J of Sci and Math Educ

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ABSTRACT. This paper aims to contribute to discussions on the multimodal nature of cognition through an elaboration of the ways multimodal aspects of thinking are exploited by learners doing mathematics. Moving beyond the fact that multimodality occurs, this paper focuses on how it occurs, with particular attention drawn to the complex network of perceptual, bodily and imaginary experiences of students. Through an analysis of 2 selected episodes of the work of 1 primary school child learning to graph motion, the paper shows how the notion of blending spaces is central to understanding the mechanism of multimodality.

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Tell a Piecewise Story

Abstract: By focusing on slope and using dynamic software, students develop the ability to describe functions in a geometry context.

Cited by 2 publications

References 0 publications

‘Walking a Graph’: Developing Graph Sense Using Motion Sensor Technology

‘Walking a Graph’: Developing Graph Sense Using Motion Sensor Technology

How Multimodality Works in Mathematical Activity: Young Children Graphing Motion

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