id: 06455440
dt: j
an: 2015e.00906
au: Beigie, Darin
ti: The algebra artist.
so: Math. Teach. (Reston) 108, No. 4, 258-265 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: M80 H30 I20 G70 G40
ut: algebra; drawings; mathematics and art; activities; computer graphics;
algebraic equations; graphs of a function; inequalities; reflections;
symmetry; rotation; translation; dilation
ci:
li: http://www.nctm.org/publications/article.aspx?id=43377
ab: Summary: Most people who are attracted to STEM-related fields are drawn not
by a desire to take mathematics tests but to create things. The
opportunity to create an algebra drawing gives students a sense of
ownership and adventure that taps into the same sort of energy that
leads a young person to get lost in reading a good book, building with
Legos, playing a video game, or participating in a favorite hobby or
sport. The Algebra Artist project described in this article for Algebra
1 Honors students asked for a minimum of twelve graphs to create the
drawing. When an average of sixty-three graphs per student drawing were
received, teachers knew that they had a project that captured student
imagination, resulting in sustained effort, deep thinking, and
authentic learning. Creating algebra drawings inspires students to see
graphing holistically, helping them achieve a “graphing sense” on
par with number sense for elementary school and middle school students.
Emphasis is on experimentation, discovery, and informal learning.
Although much of the student work goes deep into high school curricula,
some of the language and ideas are kept deliberately informal and
appropriate for first-year algebra students. (ERIC)
rv: