What convinces (or doesn't convince) you in the authors' argument? I would have to say that the authors’ arguments were quite convincing to me personally, not only because of the points made and studies cited, but also because I am predisposed to agree based on my personal experience and observation. The main conclusions—that students must practice using multiple representations, that representation is a fundamentally social activity, and that instruction must use varying techniques—are in general agreement with what I have personally realized in my time as a student and my limited time as a teacher. Furthermore, the way that the authors used not only examples, but also real case studies, to support their points was effective in convincing me of their position. For example, Tchoshanov’s pilot study where three groups of students were taught trigonometry with controlled levels of representation (one group with just an analytic approach, one with just a visual approach, and one w...
Hi Adam, Tyler and Megan! Looks like an interesting lesson (and I hope that the Giant Soup Can might have been some inspiration). Make sure you are clear who is leading what when, and how much time learners will have to work on their designs. Also, be sure to do a brief assessment of learning and wrap up the lesson before the 15 minutes are up!
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