By way of introduction, I am a physicist and applied mathematician masquarading as an educator. Or so I am told. I have been involved in looking at the appropriate uses of technology to teach authentic math and science using modeling and simulation. I have joined this list to get a better sense of where the research in this area is going, and because it was the best way to worm my way into a community of experts so I could ask an important question (I hope!):
I have been working with students who clearly can interpret a graph of a function more easily than a formulaic representation of the function. I am interested in helping students make the connection, since both are different forms of 'visualization' of the underlying model. I intended to present some preliminary results of workshops we have done with students, but the referees want me to cite already published studies that 'prove' that graphing is a useful way for students to learn, and that visual modes of learning "can improve performance on even traditional math tests" (their words, not mine!). Does anyone have any leads as to studies I could cite that would 'prove' that graphing is a useful activity to learn math? It seemed so obvious to me, and yet not being a math education person, I am not sure where to start in trying to do the literature search....life was so much easier when I could just go into the basement and slam a few protons together and record the framents...
Any help appreciated!
All the best, and thank you for allowing me into your circle.
___ Dr. Robert M. Panoff, President and Executive Director The Shodor Education Foundation, Inc 923 Broad Street, Suite 100, Durham, NC 27705 VOX: +1-919-286-1911 FAX: +1-919-286-7876 E-mail: email@example.com http://www.shodor.org
This is an unmoderated distribution list discussing teaching and learning of post-calculus mathematics.---David.Epstein@warwick.ac.uk
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