Generating student interest with mathematical stories
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Citation (published version)Leslie Dietiker. 2016. "Generating Student Interest with Mathematical Stories." The Mathematics Teacher, Volume 110, Issue 4, pp. 304 - 304.
Imagine you are planning an algebra lesson involving the roots of quadratic equations, and you have decided to base your lesson on the three tasks listed in figure 1. Assuming that your students have some experience with factoring quadratics, solving equations, and graphing, but no experience with completing the square, calculating a vertex, or quadratic formula, consider how you might sequence these tasks. How might the potential mathematical goals change based on the sequence? Are there any benefits to student interest or engagement by ordering the tasks in one sequence over another? Note: The reader is encouraged to solve these tasks as algebra students and consider these questions before proceeding. You may be surprised at what you find. The tasks have been provided in a form that allows a reader to cut them apart and experiment with different sequences.