Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
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Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst
A quadratic equation was the basis for activities involving both concrete and technological representations.
Angela Just and Jennifer D. Cribbs
The authors outline the importance of using variety when teaching mathematics.
Douglas A. Lapp, Marie Ermete, Natasha Brackett, and Karli Powell
Algebra involves negotiating meaning between the worlds of mathematical ideas and the symbols that represent them. Here we examine classroom interactions and explorations as they relate to the connection of these worlds through the use of dynamically connected representations in a technology-rich environment.
Jon D. Davis
Using technology to explore the coefficients of a quadratic equation leads to an unexpected result.
Becky Hall and Rich Giacin
Tying your teaching approach to the Common Core Standard for Geometry and Congruence will help students understand why functions behave as they do.
Dan Kalman and Daniel J. Teague
Using ideas of Galileo and Gauss but avoiding calculus, students create a model that predicts whether a fly ball will clear the famous left-field wall at Fenway Park.
Amy F. Hillen and LuAnn Malik
A card-sorting task can help students extend their understanding of functions and functional relationships.
Jeremy S. Zelkowski
Do you always have to check your answers when solving a radical equation?
Joe Garofalo and Christine P. Trinter
Students think resiliently about using the quadratic formula, analyzing factors graphically, finding the shortest distance between two points, and finding margin of error.
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