6th Annual Faculty Best Practices Showcase, 2005 Organized by Hosted by Applying the visual, verbal and kinesthetic modes of perception to interpretation of graphs through the calculator-based laboratory and graphing calculator technology Deborah Bennett Professor, Mathematics and Elementary & Secondary Education New Jersey City University

Content Real-time data collection Data collection experiments can involve motion, light, temperature, and much more Students connect a real-life activity to the abstract graph of the history of the activity Applications to mathematics, nursing, physical science, and mathematics or science methods classes

Outcomes Combines visual, verbal, and kinesthetic channels of perception Provides connections between graphs and physical concepts Enhances understanding of function and rates of change Offers an opportunity to analyze graphical representations and to communicate interpretation and understanding.

Technology CBL (Calculator-Based Laboratory) unit or CBR (Calculator-Based Ranger) Probes CBL-compatible graphing calculator Projection system (overhead projector adaptor or Presenter) Software (downloadable)

Data Collection Probes Voltage Light Temperature Motion Force CO 2 Pressure pH Heart rate Humidity Barometer Conductivity EKG Respiration monitor

Using a TI-83 with a CBL

Classroom Set-up

The Lesson Students predict the motion (walk) that will produce particular graphs by considering distance, direction, speed, and starting point. Their predictions are verified (or not) by students demonstrating the walks that produce the graphs.

Summary The literature indicates that prediction and duplication activities, accompanied by student discourse, can lead to a deeper understanding of functions, graphs, and rates of change Anecdotal evidence of observations of student discussions reveals students reflecting about the speed, direction, and starting point required to produce individual graphs. Analysis of graphs can be utilized in many fields and as early as middle school.