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On Blocks, Stairs, and Beyond: Learning about the Significance of Representations

Laurie Rubel, Betina Zolkower 

December 2007, Volume 101, Issue 5, Page 340

Abstract:
Article uses the "Blocks Problem" and "Staircase Problem" to demonstrate new ways to focus on representation and the understanding of functions in the classroom. The article discusses the implementation of these two problems in a teacher education course. Sample problems and student work are provided.

Keywords:
Article
Algebraic Patterns
Teacher Education
Conceptual Development
Grades 9-12
Teacher
Representation