Curator: Jamie Bailey
This resource allows for students to gain a deeper understanding of the Quadratic Equation. By plugging in the values for a,b and c, the student can see the graph and how the changes in a,b, and c affect the graph.
Grade Level: grades 9 -12
PSSM Content Standard: Algebra
CCSSM Content Standard: CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Math Content: graphing and equations
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
The mathematics that is the focus of this technology is the idea of graphing and using the Quadratic Equation to create the graph. This activity allows for the students to view various variations of the quadratic equation and see the immediate effect that the variations have on the graph. This is more is instrumental learning because the students are primarily reinforcing prior knowledge and building a proficiency in the material. However, depending on the way the user was working with the technology. There could be more of an exploration occurring with trying to relate a,b, and c. This could relate to the linear equation of Ax + By = C. This also shows as you change a value in A, B or C how that affects the roots.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
The learning takes place with the assumptions that students already knew about the basic Quadratic Equation and the principles attached to it. This can be used as a tool to demostrate variations in the equation and that the solution can be No Real Solutions. Students are also expected that is attached to it.ted to know about roots and the definition. There is also a learning taking place with students experimenting with various variations of the equation.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The technology in this activity plays a role in allowing the learner to gain instant feedback and view changes instantly about the quadratic equation. This provides an advantage in the sense that the students get a quicker response to if they are doing the problem correctly or not. Also, this allows for the students view the relationship between the graph and the Quadratic Equation.
How does it fit within existing school curriculum? (e.g., is it intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
This fits into current school curriculum by supplementing existing curriculum. This activity allows students to see variations in the quadratic formula and teaches them the important concepts associated with it.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The technology in this activity plays a role in allowing the learner to gain instant feedback and view changes instantly about the quadratic equation. This provides an advantage in the sense that the students get a quicker response to if they are doing the problem correctly or not. Also, this allows for the students view the relationship between the graph and the Quadratic Equation.
How are important differences among learners taken into account?
Students are able to work at their own pace and make the discoveries.
What do teachers and learners need to know? What demands are placed on teachers and other "users"? What knowledge is needed? What knowledge supports does the innovation provide (e.g., skills in using particular kinds of technology)?
The learners need to have an understanding of the quadratic equation in order for this activity to make sense to them. The demand is placed on the teacher to give the students a working understanding of the quadratic so that they can successfully complete the activities.
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