In support of efforts to foreground functions as central objects of study in algebra, this study provides evidence of how secondary students use trigonometric functions in contextual tasks. The author examined secondary students' work on a problem involving modeling the periodic motion of a Ferris wheel through the use of a visual programming environment. This study illustrates the range of prior knowledge and resources that students may draw on in their use of trigonometric functions as well as how the goals of students' work inform their reasoning about trigonometric functions.
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Anna F. DeJarnette
Gloriana González and Anna F. DeJarnette
Students develop ownership and increase their understanding of mathematics when they are allowed to discuss alternative perspectives.
Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
Stephen Phelps
Edited by Anna F. DeJarnette
A monthly set of problems targets a variety of ability levels.
Edited by Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
Edited by Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
Edited by Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
Stephen Phelps
Edited by Anna F. DeJarnette
A monthly set of problems is aimed at a variety of ability levels.
Stephen Phelps
Edited by Anna F. DeJarnette
A monthly set of problems is aimed at a variety of ability levels.
Anna F. DeJarnette, Jennifer N. Dao, and Gloriana González
Elicit productive discourse from students as they work through a bicycle rate problem.
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