Beyond rise over run! Learning slope in a cascade of artifacts

Authors

Fredercik Peck, University of Colorado-Boulder, Mathematics Education Candidate

Document Type

Presentation Abstract

Presentation Date

4-6-2015

Abstract

In this talk I address two questions. The first is, how can we understand the role of culture in school mathematics? The second is, how do students in Algebra I learn slope? To explore these questions, I conducted a design experiment as a teacher-researcher in my own Algebra I classroom. In discussing the results, I’ll introduce the concept of a cascade of artifacts to describe learning from a cultural perspective, and I’ll present a local instructional theory for how students learn slope. I’ll conclude with a plan for how I will marshal my current body of work into a robust agenda of future research.

Additional Details

Monday, April 6, 2015 at 3:10 p.m. in Math 103
4:00 p.m. Refreshments in Math Lounge 109

Recommended Citation

Peck, Fredercik, "Beyond rise over run! Learning slope in a cascade of artifacts" (2015). Colloquia of the Department of Mathematical Sciences. 476.
https://scholarworks.umt.edu/mathcolloquia/476