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

Gjøvik, Øistein; Sikko, Svein Arne
Journal article, Peer reviewed
Accepted version
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http://hdl.handle.net/11250/2628254
Utgivelsesdato
2019
Metadata
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  • Institutt for lærerutdanning [1980]
  • Publikasjoner fra CRIStin - NTNU [26591]
Originalversjon
10.1007/s40751-019-00052-5
Sammendrag
The teaching and learning of functions has 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 article, 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. We report on a case study undertaken 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 indicated they were learning mathematics and developing graph sense through a couple of tasks 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.
Utgiver
Springer Verlag
Tidsskrift
Digital Experiences in Mathematics Education

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