Representations of Linear and Nonlinear Functions

Author:
Richard Carlos L. Velasco University of Oklahoma, Norman

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Kate Degner Iowa City Community School District, IA

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Volume/Issue:
Volume 116: Issue 5
Page(s):
349–357
DOI:
https://doi.org/10.5951/MTLT.2022.0346
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Subjects:
Grade(s) or Audience, Grades 6-8

Leverage Desmos to help students develop their mathematical identity and foster their sense of agency.

Supplementary Materials

    • Velasco Supplement (14.7 KB)
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Mathematics Teacher: Learning and Teaching PK-12
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  • Cullen, C. J., Hertel, J. T., & Nickels, M. (2020). The roles of technology in mathematics education. The Educational Forum, 84(2), 166–178. https://doi.org/10.1080/00131725.2020.1698683

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  • Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. National Council of Teachers of Mathematics.

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  • DeCaro, M. S., & Rittle-Johnson, B. (2012). Exploring mathematics problems prepares children to learn from instruction. Journal of Experimental Child Psychology, 113(4), 552–568. https://doi.org/10.1016/j.jecp.2012.06.009

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  • National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics: Initiating critical conversations.

  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. http://www.corestandards.org

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  • Oslund, J. A., & Barton, J. (2017). Creating zines: Supporting powerful math identities. Mathematics Teaching in the Middle School, 23(1), 20–28. https://doi.org/10.5951/mathteacmiddscho.23.1.0020

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Copyright:
© 2023 by National Council of Teachers of Mathematics, Inc.
Page Count:
9
Article Category:
Research Article
Print Publication Date:
01 May 2023
Online Publication Date:
May 2023
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