#WODB: The Power of Dynamic Representations

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  • 1 University of North Carolina at Charlotte, Charlotte, NC
  • | 2 Middle Tennessee State University, Murfreesboro, TN

Dynamic representations situated within a “Which One Doesn’t Belong?” routine can extend students’ exploration of functions and can enable a focus on the variant and invariant characteristics of mathematical objects.

Supplementary Materials

    • Dynagraph and Quadrilateral GGB (Data File 56.7 KB)

Dynagraph

Quadrilateral

Mathematics Teacher: Learning and Teaching PK-12
  • Danielson, Christopher. 2016. “The Power of Having More Than One Right Answer: Ambiguity in Math Class,” Teaching Children Mathematics “Math Tasks to Talk About” (blog), September 26, 2016. https://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/The-power-of-having-more-than-one-right-answer_-Ambiguity-in-math-class/.

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  • Edwards, Michael Todd, and Jennifer Nickell. 2014. “Teaching Students about Functions with Dynagraphs,” Mathematics Teaching in the Middle School “Blogarithm” (blog). https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Teaching-Students-about-Functions-with-Dynagraphs/.

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  • Goldenberg, Paul, Philip Lewis, and James O’Keefe. 1992. “Dynamic Representation and the Development of a Process Understanding of Function.” In The Concept of Function: Aspects of Epistemology and Pedagogy, edited by Ed Dubinsky and Guershon Harel, pp. 23560. Washington, DC: Mathematical Association of America.

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  • Orr, Jon. “How to Start a Math Fight-Round 2—How to Build Productive Math Discussion and Discourse into Your Daily Routine,” MyNCTM (blog), March 18, 2019. https://my.nctm.org/blogs/jon-orr/2019/03/18/mathfight2.

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  • Strong, Shelby. “Communicating in the Math Classroom: Part 4.” Mathematics Teaching in the Middle School “Blogarithm” (blog), August 15, 2019. https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Communicating-in-the-Math-Classroom_-Part-4/.

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