{"id":795,"date":"2024-07-25T12:43:43","date_gmt":"2024-07-25T12:43:43","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/ptmt\/?page_id=795"},"modified":"2024-09-29T22:10:25","modified_gmt":"2024-09-29T22:10:25","slug":"teaching-algebra-chapter-1-introduction-to-algebraic-technological-representations","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/ptmt\/teaching-algebra\/teaching-algebra-chapter-1-introduction-to-algebraic-technological-representations\/","title":{"rendered":"Teaching Algebra Chapter 1-Introduction to Algebraic Technological Representations"},"content":{"rendered":"\n

Teaching Algebra<\/a> > Chapter 1<\/p>\n\n\n\n

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Teaching Algebra Chapter 1-Introduction to Algebraic Technological Representations<\/h2><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

In this first chapter we have two goals. The first is to consider multiple representations of sequences of numbers and to use those representations to interpret the sequences and ultimately make some generalizations, making an explicit link between number and algebra. The second goal is to consider the ways that technology tools can enhance representations of number and patterns, by linking them in ways that cannot be done on paper; essentially making new, more descriptive representations. Teachers will become familiar with a variety of different features of dynamic environments, spreadsheets, and computer algebra systems and pedagogical issues that arise when students are using linked dynamic representations.<\/p>\n<\/div>\n\n\n\n

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Class Materials<\/strong><\/h3>\n\n\n\n
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Chapter Document<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Instructor Materials<\/strong><\/h3>\n\n\n\n
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Teaching Tips<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Suggested Readings<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Sample Solutions<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Teaching Algebra > Chapter 1 In this first chapter we have two goals. The first is to consider multiple representations of sequences of numbers and to use those representations to interpret the sequences and ultimately make some generalizations, making an explicit link between number and algebra. The second goal is to consider the ways that […]<\/p>\n","protected":false},"author":66,"featured_media":229,"parent":71,"menu_order":1,"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-795","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/795","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=795"}],"version-history":[{"count":18,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/795\/revisions"}],"predecessor-version":[{"id":1792,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/795\/revisions\/1792"}],"up":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/71"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media\/229"}],"wp:attachment":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media?parent=795"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}