{"id":786,"date":"2024-08-29T04:03:17","date_gmt":"2024-08-29T04:03:17","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/ptmt\/?page_id=786"},"modified":"2024-09-30T11:40:31","modified_gmt":"2024-09-30T11:40:31","slug":"esp-module-8-using-dynagraphs-to-explore-functions","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/ptmt\/examining-students-practices-in-algebra-and-function\/esp-module-8-using-dynagraphs-to-explore-functions\/","title":{"rendered":"ESP Module 8: Using Dynagraphs to Explore Functions"},"content":{"rendered":"\n

Examining Students’ Practices in Algebra and Function<\/a> > Module 8<\/p>\n\n\n\n

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ESP Module 8: Using Dynagraphs to Explore Functions<\/h2><\/div>\n<\/div>\n<\/div>\n\n\n\n
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This module uses an alternative representation of function, the dynagraph, to explore key characteristics of functions and function families. Teachers will examine students using dynagraphs on two mathematical tasks. Through noticing students\u2019 work on these tasks, teachers will consider the affordances and constraints of these different representations of functions, including how they highlight key characteristics of function families. In addition, to build on teachers noticing and their orchestration of the five practices, this module includes opportunities to anticipate, notice, sequence, and connect students\u2019 thinking.<\/p>\n<\/div>

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This module could be used alongside two chapters from Teaching Algebra materials:<\/p>\n\n\n\n

Chapter 5:<\/strong><\/a>\u00a0Rate of change
Chapter 7:<\/strong><\/a>\u00a0Function Families<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

Overview Documents<\/strong><\/h3>\n\n\n\n
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Read the Overview Document<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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How to Read a Module Overview Document<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Download All Materials<\/a><\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Module Elements<\/strong><\/h3>\n\n\n\n
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8.1 Which One Doesn\u2019t Belong?<\/strong>

Teachers will engage with a two-part activity that has them engage with a static and dynamic Which One Doesn\u2019t Belong task, and then compare their reasoning across both.
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Class Materials<\/a><\/strong>

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8.2 Examining Student Thinking about Static vs. Dynamic Representations of Functions: Which One Doesn\u2019t Belong?<\/strong>

Teachers will engage in noticing students\u2019 thinking, comparing and contrasting the ways the students reason about different representations of function.<\/td>
Class Materials<\/strong><\/a>

Instructor Materials<\/strong><\/a><\/td><\/tr>
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8.3 Matching Functions to their Dynagraph<\/strong>

Teachers will engage with a GeoGebra activity in which they match a series of functions to their dynagraph representations.
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Class Materials<\/strong><\/a>

Instructor Materials<\/strong><\/a><\/td><\/tr>
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8.4 Deciding How to Respond: Matching Functions to their Dynagraph<\/strong>

Teachers will engage in noticing 3 pairs of students reasoning about functions and their dynagraphs and practice facilitating a whole class discussion.<\/td>
Class Materials<\/strong><\/a>

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Examining Students’ Practices in Algebra and Function > Module 8 This module uses an alternative representation of function, the dynagraph, to explore key characteristics of functions and function families. Teachers will examine students using dynagraphs on two mathematical tasks. Through noticing students\u2019 work on these tasks, teachers will consider the affordances and constraints of these […]<\/p>\n","protected":false},"author":66,"featured_media":230,"parent":313,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"test-blank-page","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-786","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/786","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/users\/66"}],"replies":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/comments?post=786"}],"version-history":[{"count":10,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/786\/revisions"}],"predecessor-version":[{"id":1862,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/786\/revisions\/1862"}],"up":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/313"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media\/230"}],"wp:attachment":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media?parent=786"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}