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

Abstract

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.